the quest for less: activities and resources for teaching k-8

2 Recycled/Recyclable-Printed with Vegetable Oil Based Inks on 100% (Minimum 50% postconsumer) Recycled Paper.

United StatesEnvironmental Protection Agency1200 Pennsylvania Avenue, NW (5305W)Washington, DC 20460

EPA530-R-05-005June 2005www.epa.gov/osw

1EPA

Activities and Resources for Teaching K-8

A Teacher’s Guide to Reducing, Reusing, and Recycling

Activities andResources forTeaching K-8

A Teacher’s Guide to Waste Reduction and Resource Conservation

ii

DDiissccllaaiimmeerr: Publication of this document by the U.S. Environmental Protection Agency doesnot constitute an endorsement of any specific consumer product.

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Special ThanksThe U.S. Environmental Protection Agency’s Office of Solid Waste would like to thank all of theteachers and students who contributed their thoughts and ideas to the development of the first edition of this resource in 1998 and 1999. Focus groups with teachers and students were held inKansas City, Kansas; Alexandria, Virginia; Atlanta, Georgia; and Chattanooga, Tennessee.

We would also like to extend thanks to a very special group of educators who served as a review panelfor this resource during its development from May 1999 through July 2000:

In addition, EPA would also like to thank the following reviewers who helped in the development ofthe 2005 version of this document:

MMaarryy SS.. AAlllleennRecycling and Education DirectorSolid Waste Agency of Northern Cook CountyGlenview, IL

AAnnaa CCaarrvvaallhhooRecycling SpecialistCity of San Diego Environmental ServicesDepartmentSan Diego, CA

AAnnddrreeaa EEaattoonnResource Efficiency ManagerTetra Tech EM Inc.San Diego, CA

LLeenn FFeerreenncceePrincipalMechanicsburg Middle SchoolMechanicsburg, PA

And finally, EPA would like to acknowledge the very special contribution of William E. Gooding, Jr.,an AmeriCorps*VISTA (Volunteer in Service to America) intern with the Office of Solid Waste fromAugust 2004 to August 2005, to the Quest for Less revision. We appreciated his hard work anddedication to the task!

iiiThe Quest for Less Welcome

About This ResourceThe Quest for Less is designed for teachers ingrades K-8 to use as one of the many tools in thedevelopment of lesson plans. Activities and con-cepts in this resource can be incorporated intoexisting curricula, or teachers can create specialweek-long units on the environment and solidwaste or use the activities to commemorate EarthDay.

This guide provides hands-on lessons and activ-ities, enrichment ideas, journal writingassignments, and other educational tools relat-ed to preventing and reducing waste. Itsmultidisciplinary focus includes math, science,art, social studies, language arts, and health.Lessons encourage students to utilize skillsranging from reading and writing to problem-solving and analytical thinking.

This resource introduces the idea of naturalresources as a source for many products thatbecome solid waste; explains the quantity andtype of waste products create; and reviews thecommon methods of managing solid waste,including recycling, composting, landfilling,incinerating, and preventing waste in the firstplace. It also includes some information abouthazardous waste.

Each chapter in The Quest for Less includes oneor more fact sheets that provide backgroundinformation on a topic and an index showingthe grade ranges, subject areas, and skills usedfor each activity.

Each activity, in turn, provides a suggestedduration, materials needed, and other helpfulinformation for teachers. A glossary of termsand a glossary of skills can be found at the endof the resource.

Goals of This Resource

• To stimulate young people to think criticallyabout their own actions and the results oftheir actions and to assess their ownresource conservation and waste preven-tion values.

• To help young people understand the con-nections among the use of natural resources,use of products, waste disposal, and causesand effects of environmental impacts.

• To help students understand the hierarchy ofpreferred waste management options andstudents' role in the different options (e.g.,reducing, reusing, and recycling are betterthan throwing things away).

• To introduce and explain behaviors that con-serve resources, reduce environmentalimpacts, and enhance sustainability such assource reduction, recycling, buying recycled,buying with less packaging, and composting.

• To help protect children's health throughincreased awareness and behavioralchanges related to the safe use, storage,and disposal of household products con-taining hazardous constituents, such ascleaners, pesticides, and batteries.

• To help students understand the concept ofpersonal responsibility toward the environ-ment and to inspire them to make apositive environmental impact in theirhome, school, and community.

• To make solid waste education interesting,fun, and an integral part of environmentaleducation.

iv Welcome The Quest for Less

Why Should Kids Learn AboutSolid Waste?Despite the fact that individuals and communitiesare recycling more than ever, each person in theUnited States continues to generate about 4.4pounds (EPA, 2003; 2001 data) of municipalsolid waste per day! This statistic emphasizes thecontinuing need to teach the next generationabout reducing waste and to energize schoolsand communities to promote environmentalawareness.

Because municipal solid waste issues are inti-mately connected with resource and energy use,global climate change, air pollution, water pollu-tion, and other concerns, lessons and activities inThe Quest for Less can be incorporated intoother environmental or ecological concepts. Forexample, kids can learn the connection betweenrecycling an aluminum can and saving energy.They can also learn how their families’ purchas-ing decisions impact what manufacturersproduce and sell.

And they can learn how the consumption ofmaterial goods contributes to air and water pollution.

SourcesIn developing this resource, EPA used the NorthAmerican Association for EnvironmentalEducation’s (NAAEE’s) Guidelines for Excellencein Environmental Education Materials as a guid-ing principle. NAAEE’s guidelines addresseducational standards for fairness and accuracy,depth, skills building, action orientation, instruc-tional soundness, and usability. Informationabout the organization can be obtained by visit-ing <www.naaee.org> or contacting NAAEE at2000 P Street, NW, Suite 540, Washington, DC20036 or (202) 419-0412 or<[email protected]>.

Facts presented throughout this resource derivefrom a variety of governmental, educational, andtrade association sources. While all have beenevaluated by EPA, they have not been independ-ently verified and might become out of date overtime or with changes in the solid waste industryor individual/community behaviors. Some factsare specifically attributed to Municipal SolidWaste in the United States: 2001 Facts andFigures, Executive Summary (document numberEPA530-S-03-011), published October 2003.

This resource updates and replaces OSW’s pre-vious solid waste teacher’s guide, Let’s Reduceand Recycle: Curriculum for Solid WasteAwareness, August 1990 (EPA530-SW-90-005).Some activity ideas were based on existing solidwaste educational materials. These documentscan also serve as excellent sources of additionalactivities for use in the classroom. EPA creditsthe following publications as sources of infor-mation and provides ordering information whenavailable:

What Is EPA’s Office of SolidWaste?

The mission of EPA’s Office of Solid Wasteis to protect human health and the envi-ronment by ensuring responsible nationalmanagement of hazardous and nonhaz-ardous waste. Close interaction with states,industry, environmental groups, tribes, andthe public enables EPA to promote safeand effective waste management. Becauseeveryone contributes to the problems ofsolid waste, everyone shares responsibilityfor finding and implementing solutions.

In that spirit of cooperation, EPA reachesout to educators with this resource,enabling them to instill fundamental envi-ronmental awareness and values in today’syouth and tomorrow’s leaders.

v

A-Way With Waste, Fourth Edition, WashingtonState Department of Ecology, Air QualityProgram. Available online:<http://www.ecy.wa.gov/programs/air/aawwaste/awwwhome.html>. Phone 360 407-6826. No cost.

Closing the Loop: Integrated WasteManagement Activities For School andHome, K-12, The Institute for EnvironmentalEducation and the California Integrated WasteManagement Board, 1993. To order: Office ofEducation and the Environment, 1001 I StreetMS-14A, Sacramento, California 95814.Phone: (916) 341-6769. No cost.

“Luscious Layered Landfill” activity, Delaware Solid Waste Authority. To order: 1128 S. Bradford Street, P.O. Box 455, Dover Delaware 19903-0455. Phone: (800) 404-7080. No cost.

Environmental Education: Compendium forIntegrated Waste Management and Oil, The Institute for Environmental Education andthe California Integrated Waste ManagementBoard, 1993. To order: Office of Education andthe Environment, 1001 I Street MS-14A,Sacramento, California 95814. Phone: (916) 341-6769. No cost.

Environmental Pathways (formerly Air, Land &Water Teachers’ Manual), Illinois EnvironmentalProtection Agency, Office of Public Information,1021 North Grand Avenue East, P.O. Box19276, Springfield, Illinois 62794-9276. To order: Phone: (217) 558-7198. No cost.

Environmental Protection: Native AmericanLands, Grades 1-12, Second Edition, The Center for Indian-Community Development,Humboldt State University, Arcata, California95521. Available online: <http://tismil.humboldt.edu/epa>. No cost.

Forever Green: A Recycling EducationProgram for Grade 3, Fort HowardCorporation, Green Bay, Wisconsin. (No longer available.)

4th R Recycling Curriculum, San FranciscoRecycling Program, 11 Grove Street, SanFrancisco, CA 94102. (No longer available.)

4Rs Project: A Solid Waste ManagementCurriculum for Florida Schools, The FloridaDepartment of Education. Available online:<http://www.naplesgarbage.com/curriculum.htm>. Phone: (239) 649-2212. No cost.

Here Today, Here Tomorrow (Revisited): A Teacher’s Guide to Solid WasteManagement, State of New Jersey Departmentof Environmental Protection and Energy,Information Resource Center, 432 E. StateStreet, CN 409, Trenton, New Jersey 08625.(No longer available.)

LifeLab Science Program Web site, SantaCruz, California, <http://www.lifelab.org>.

Mister Rogers: Activities for Young ChildrenAbout the Environment and Recycling, Family Communications, Inc., 1990. Phone:(203) 323-8987. (No longer available.)

Mystery of the Cast Off Caper: 4-H SolidWaste Leader’s Curriculum Guide, NorthCarolina Cooperative Extension Service, 1992.Phone: (919) 515-8479. (No longer available.)

Nature’s Recyclers Activity Guide, WisconsinDepartment of Natural Resources, 1991.Bureaus of Solid Waste and Information andEducation. P.O. Box 7921, Madison Wisconsin53707. Available online:<http://www.dnr.state.wi.us/org/aw/wm/publications/recycle/publie043.pdf >.

Planet Patrol: An Environmental Unit onSolid Waste Solutions for Grades 4-6 TheProctor & Gamble Company. To order: P&GEducational Services, 2 P&G Plaza, Cincinnati,OH 45202. Phone: (513) 983-2139. No cost.

The Quest for Less Welcome

vi Welcome The Quest for Less

VViissiitt OOSSWW’’ss EEdduuccaattiioonnaall RReessoouurrcceess PPaaggee

EPA continually adds new resources and Internet activities to the Office of SolidWaste Educational Resources . This page features interactive activities, documents, and other materials for kids in grades K-5, students in grades 6-8,teens in grades 9-12, and teachers. Check the site periodically for new enrich-ments for your students.

www.epa.gov/epaoswer/education/index.htm

Recycling Study Guide and K-3 Supplementto the Recycling Study Guide, WisconsinDepartment of Natural Resources, 1993, 1990.Bureaus of Solid Waste and Information andEducation. P.O. Box 7921, Madison Wisconsin53707. Available online:<http://www.dnr.state.wi.us/org/aw/wm/publications/>

Rethinking Recycling: An Oregon WasteReduction Curriculum/Teacher ResourceGuide, Oregon Department of EnvironmentalQuality, 1993. To order: Department ofEnvironmental Quality’s Solid Waste Policy andProgram Development Section, 811 SW SixthAvenue, Portland, Oregon 97204. (503) 229-5913. Available on CD or online at:<http://www.deq.state.or.us/>. No cost.

The No Waste Anthology: A Teacher’s Guideto Environmental Activities K-12, CaliforniaEnvironmental Protection Agency, Department of Toxic Substances Control. To order: Dept. of Toxic Substances Control; Education andOutreach Unit; 400 P Street, P.O. Box 806;Sacramento, CA 95812-0806. Phone: (916) 324-1826. No cost.

Trash Today, Treasure TomorrowUniversity of New Hampshire CooperativeExtension, 1990. To order: Northeast ResourceRecovery Association, 9 Bailey Road, Chichester,NH 03258. Phone: (603) 798-03258. Cost:$20.

viiThe Quest for Less Contents

Contents

UNIT 1 AT THE SOURCE: WHERE PRODUCTS COME FROM, HOW THEY’RE MADE, AND THE WASTE THEY PRODUCE . . 1

Chapter 1.1: Natural Resources. . . . . . . . . . . . . . . . . . . 3Teacher Fact Sheet: Natural Resources . . . . . . . . . . . . . . . . . . . 5Nature Romp (Grades K-1) . . . . . . . . . . . . . . . . . . . . . . . . . . 11An Ecosystem Escapade (Grades 1-3) . . . . . . . . . . . . . . . . . . . 13Dr. Seuss and Resource Use (Grades 2-3) . . . . . . . . . . . . . . . . 15Sources of Resources (Grades 5-6) . . . . . . . . . . . . . . . . . . . . . 17How Many People Does It Take to Ruin an Ecosystem? (Grades 5-6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Chapter 1.2: Products . . . . . . . . . . . . . . . . . . . . . . . . . . 23Teacher Fact Sheet: Products . . . . . . . . . . . . . . . . . . . . . . . . . 25A Matching Match (Grades K-1) . . . . . . . . . . . . . . . . . . . . . . . 29Tracing Trash Back to Its Roots (Grades 3-4) . . . . . . . . . . . . . . 31Putting Products Under the Microscope (Grades 5-6). . . . . . . . . 35Let’s Go Eco-Shopping (Grades 4-8) . . . . . . . . . . . . . . . . . . . 39A Product’s Life (Grades 7-8) . . . . . . . . . . . . . . . . . . . . . . . . . 43

Chapter 1.3: Waste . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Teacher Fact Sheet: Solid Waste . . . . . . . . . . . . . . . . . . . . . . . 47Teacher Fact Sheet: Hazardous Waste . . . . . . . . . . . . . . . . . . . 51Beware of Mr. Yuk (Grades K-1) . . . . . . . . . . . . . . . . . . . . . . . 55Trash Art (Grades K-3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Weigh Your Waste! (Grades 4-6) . . . . . . . . . . . . . . . . . . . . . . 63Trash Time Travelers (Grades 4-6). . . . . . . . . . . . . . . . . . . . . . 67(Hazardous) Waste Not (Grades 5-6). . . . . . . . . . . . . . . 71

UNIT 2 WASTE MANAGEMENT: SOURCE REDUCTION,RECYCLING, COMPOSTING, LANDFILLING, ORCOMBUSTION. . . . . . . . . . . . . . . . . . . . . . . 75

Chapter 2.1: Source Reduction . . . . . . . . . . 77Teacher Fact Sheet: Source Reduction . . . . . . . . . . 79Discovering Nature’s Packaging (Grades K-1) . . . . . 83Reuse: Not Just for the Birds (Grades K-4). . . . . . . . . 85Source Reduction Roundup (Grades 3-6) . . . . . . . . . . . 87Ecological Picnic (Grades 3-4) . . . . . . . . . . . . . . . . . . . 91How Much Lunch Is Left Over? (Grades 5-6) . . . . . . . . . . . . . 95

ContentsChapter 2.2: Recycling. . . . . . . 99Teacher Fact Sheet: Recycling . . . . . . . . . . . . . . . . . . . . . . . 101Teacher Fact Sheet: Buying Recycled . . . . . . . . . . . . . . . . . . . 107Recycling Rangers (Grades K-2) . . . . . . . . . . . . . . . . . . . . . . 111Follow That Bottle! (Grades K-2) . . . . . . . . . . . . . . . . . . . . . 113Take-Home Recycling Kit (Grades 2-3) . . . . . . . . . . . . . . . . . 117Making Glass from Scratch (Grades 2-3) . . . . . . . . . . . . . . . 121Handmade Recycled Paper Planters (Grades 2-6) . . . . . . . . . . 123Recycling...Sorting It All Out (Grades 3-6) . . . . . . . . . . . . . . . 125Designing the Ultimate Can Crusher (Grades 4-6) . . . . . . . . . 129Learn to Recycle (Grades 7-8) . . . . . . . . . . . . . . . . . . . . . . . 131Recycling Includes e-Cycling (Grades 4-8). . . . . . . . . . . . . . . 135

Chapter 2.3: Composting . . . . . . . . . . . . . . . . . . . . . . 139Teacher Fact Sheet: Composting . . . . . . . . . . . . . . . . . . . . . 141Compost Critters (Grades K-1). . . . . . . . . . . . . . . . . . . . . . . 145Compost Chefs (Grades 3-8) . . . . . . . . . . . . . . . . . . . . . . . 149Compost Crops (Grades 3-8) . . . . . . . . . . . . . . . . . . . . . . . 155Worms at Work (Grades 4-8) . . . . . . . . . . . . . . . . . . . . . . . 159

Chapter 2.4: Landfills and Combustion . . . . . . . . . . . 163Teacher Fact Sheet: Landfills . . . . . . . . . . . . . . . . . . . . . . . . 165Teacher Fact Sheet: Combustion . . . . . . . . . . . . . . . . . . . . . 169Luscious Layered Landfill (Grades 1-4) . . . . . . . . . . . . . . . . . 173A Landfill Is No Dump! (Grades 3-6) . . . . . . . . . . . . . . . . . . 177Energy Expedition (Grades 4-6) . . . . . . . . . . . . . . . . . . . . . . 181The Great Disposal Debate (Grades 5-8) . . . . . . . . . . . . . . . 187Greenhouse Gases Be Gone (Grades 6-8) . . . . . . . . . . . . . . 191

UNIT 3 PUTTING IT ALL TOGETHER: A REVIEW OF LESSONS AND OPTIONS . . . . . 197

Waste Race (Grades 2-3) . . . . . . . . . . . . . . . . . . . . . . . . . . 201Join the Planet Protectors Club! (Grades 3-6) . . . . . . . . . . . . 203Trash Town (Grades 4-6). . . . . . . . . . . . . . . . . . . . . . . . . . . 209Locker Leftovers (Grades 7-8) . . . . . . . . . . . . . . . . . . . . . . . 213Memorable Media Messages (Grades 6-8) . . . . . . . . . . . . . . 215

Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221Glossary of Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

viii Contents The Quest for Less

Na

tura

l Reso

urc

es

Pro

du

cts

Wa

ste

Where Products Come From, How They’reMade, and the Waste They Produce

In this unit, teachers and students will develop a foundation for under-standing the importance of managing waste properly. Students will learnwhere the products they use every day come from and how much andwhat kind of waste these products create. They also will learn that wasteis not only created by throwing things away, but it also can be producedby human activities such as mining raw materials from the ground andmanufacturing goods in factories. This part of the resource will help stu-dents understand why it is important to prevent waste in the first place,recycle, compost, and reuse—activities they will learn more about in thenext unit.

At the Source

UN

IT

1

1

3

Teacher Fact Sheet:

Natural Resources . . . . . . . . . . . 5

Nature Romp (Grades K-1) . . . . . . . . 11

An Ecosystem Escapade

(Grades 1-3) . . . . . . . . . . . . . . . . . 13

Dr. Seuss and Resource Use

(Grades 2-3) . . . . . . . . . . . . . . . . 15

Sources of Resources (Grades 5-6) . . 17

How Many People Does It Take to

Ruin an Ecosystem? (Grades 5-6) . . . 19

4 Unit 1, Chapter 1.1, Natural Resources The Quest for Less

Sk

ills

Use

d*

Subje

cts C

ov

ered

Gra

de R

an

ge

Activ

ity

Na

me

K

1

2

3

4

5

6

Math

Science

Language Arts

Social Studies

Art

Health

Communication

Reading

Research

Computation

Observation/Classification

Problem Solving

Motor Skills

Nature Romp An EcosystemEscapade

Dr. Seuss andResource Use

Sources ofResources

How ManyPeople Does ItTake to Ruin anEcosystem?

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✔*See Glossary of Skills for more details.

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Grade • Subject • Skills Index

5The Quest for Less Unit 1, Chapter 1.1, Natural Resources

What Are Natural Resources?Natural resources are useful materials from theEarth, such as coal, oil, natural gas, and trees.People use natural resources as rraaww mmaatteerriiaallss tomanufacture or create a range of modern conven-iences. Water and food provide humans withsustenance and energy, for example, and fossilfuels generate heat as well as energy for trans-portation and industrial production. Many of thesame natural resources used by people are impor-tant to plants and wildlife for survival as well.

Virgin VersusRecoveredResourcesResources used for thefirst time are consid-ered vviirrggiinn rreessoouurrcceess,and their extraction,processing, and userequires a great deal ofenergy and can createpollution. RReessoouurrccee

rreeccoovveerryy is a practice that conserves naturalresources by extracting used materials (e.g.,paper, glass, and metals) and energy from thewaste stream and reprocessing them for reuse.For example, a company can create plastic fromoil, a virgin natural resource, or it can userecovered plastic from recycling programs. If acompany uses recovered plastic, it is actuallysaving materials that would otherwise becomewaste, helping to prevent the depletion of natu-ral resources, conserving energy, and preventingpollution that would have been created in theextraction and processing of oil from the ground.

In addition to the benefits already discussed,using recovered resources reduces threats tobbiiooddiivveerrssiittyy. Natural resource extraction, alongwith other human activities, increases the rate atwhich species of plants and animals are now

vanishing. Diminishing the Earth’s biodiversityhas a substantial human cost because wildspecies and natural ecosystems are importantresources. For example, some economists esti-mate that the lost pharmaceutical value fromplant species extinctions in the United Statesalone is almost $12 billion. Reducing the land

Natural Resources

KKeeyy PPooiinnttss

• Natural resources are vital to all forms

of wildlife and the ecosystems in which

they live.

• Humans use natural resources for such

modern conveniences as electricity,

transportation, and industrial produc-

tion, as well as basic survival.

• Rapid population growth, a higher stan-

dard of living, and technology all

contribute to increased use of natural

resources.

• Extracting, processing, and using natu-

ral resources can cause environmental

problems, such as the disruption or

destruction of ecosystems; a decrease

in biodiversity; and land, water, and air

pollution.

• Using renewable natural resources

impacts the environment less than using

nonrenewable resources because their

supply can be regenerated.

• Using recovered resources prevents

natural resources from being wasted.

• Using recovered resources rather than

virgin resources reduces the emission

of greenhouse gases in the atmosphere.

• Resource recovery and conservation,

as well as buying recycled products, are

emerging trends that reduce consump-

tion of natural resources.


disturbance and pollutionassociated with virginmaterials extraction byusing recovered materi-als, therefore, helps stopthe degradation of theEarth’s ecosystems.

Renewable VersusNonrenewable ResourcesSome natural resources are nonrenewable andsome are renewable. NNoonnrreenneewwaabbllee rreessoouurrcceessare those that become depleted more quicklythan they naturally regenerate. One exampleof a nonrenewable resource is mineral ore.Once mined and used completely, it is goneforever for all practical purposes, because itwill take millions of years to regenerate.RReenneewwaabbllee rreessoouurrcceess can be replenished atapproximately the same rate at which they areused (for example, sun and wind, which canbe used to provide energy).

Renewable or Nonrenewable—or Both?Some resources can be considered both renewable and nonrenewable. Trees are considered arenewable resource because their supply can be replenished (e.g., more trees can be planted). If,however, an entire forest of 400-year-old trees is cleared and a new-growth forest is planted, thesupply of old-growth trees has not been replenished. It takes many generations for an old-growthforest to mature, and so, old-growth trees are considered nonrenewable. Trees are a complexresource because as a forest, their environmental and economic contributions often depend on theirage. For example, clearing a forest of 200-year-old Redwoods, unlike clearing a forest of new-growth pines, reduces the corollary biodiversity that is usually found in old-growth forests.

BiodiversityBiodiversity refers to the variety of organismsthat live on Earth. Supporting so many differentorganisms requires the conservation of the nat-ural resources they need to survive. Usingnatural resources can not only deplete the Earthof the resources themselves, but by destroyingcritical hhaabbiittaattss, it can also drive some speciesto extinction, ultimately reducing biodiversity.

Products Made From NaturalResourcesPeople use an abundance of resources to survivein a continually developing world. Globally, how-ever, some people live simpler lifestyles thanothers and therefore use fewer resources. The fol-lowing table lists some natural resources and theproducts and services people produce from them.

Natural Resource Product/Service

Trees Paper, furniture, fuel

Cotton plant Clothing

Oil/Petroleum Plastic, fuel

Gas Fuel

Coal Fuel

Iron ore Steel products (cans, bridges)

Bauxite ore Aluminum products (cans, carparts)

Gold Jewelry, dental material

Copper Wire, coins, electrical equipment

Manganese Steel, cast iron

Cobalt Steel, jet engine parts, cutting tools

Platinum Air pollution control and telecom-munications equipment, jewelry

Chromium Stainless steel, green glass, gems(rubies and emeralds), leather treatment

Diamonds Jewelry, mechanical equipment


What Are the Benefitsof Natural Resources?

Renewable resources offer anumber of environmental andeconomic benefits over nonre-newable resources. Oneobvious benefit is the infinitesupply of renewableresources—they cannot bedepleted. Another benefit ofusing renewable resources isself-reliance. A country that canprovide its own renewable resource, such assolar-powered electricity, need not rely on othercountries for an energy source. Additionally,renewable resources offer communities reliefduring periods of recovery from natural disas-ters. When communities lose standard servicesthat require the use of natural resources (e.g.,electric power or natural gas), renewableresources, such as wind and solar energy sys-tems, are used to provide these services until theusual methods of achieving service can berestored. Following Hurricane Andrew in 1992,for example, a south-Miami subdivision contin-ued to have working streetlights because theywere all pphhoottoovvoollttaaiicc (PV)-powered. The areasbecame neighborhood gathering spots for acommunity left without electricity following thestorm. In several cases, homes equipped withPV systems were able to keep minimal servicesrunning and became emergency shelters for sur-rounding residents who had lost power.

What Are theChallenges of UsingNatural Resources?Extracting, processing, andusing natural resources cre-ates air, water, and landpollution, which can causeglobal environmental prob-lems. For example, carbondioxide, which is producedfrom ddeeffoorreessttaattiioonn, and from burning coal, oil, and natural gas (fossil fuels), is a criticalggrreeeennhhoouussee ggaass. Many scientists believe that thebuildup of greenhouse gases in the atmospherecan cause global climate change. Over time,this condition could pose serious dangersaround the world, prompting such disasters asflooding, drought, and disease.

In addition, extracting and using resources candisturb relationships within eeccoossyysstteemmss. Forexample, the effects of clearing an old-growthforest for wood can destroy habitats used by

GGrreeeennhhoouussee GGaass:: A gas that absorbs and retains heat from thesun. Greenhouse gases include methane, ammonia, sulfurdioxide, and certain chlorinated hydrocarbons. A buildup ofthese gases traps warmth in the Earth’s atmosphere, changingthe global climate.

GGlloobbaall CClliimmaattee CChhaannggee:: Natural- or human-induced change inthe average global temperature of the atmosphere near theEarth’s surface.

What Are Ecosystems?Ecosystems are self-regulating communities of plants and animals that interact with one anotherand with their nonliving environment. Examples of ecosystems include ponds, woodlots, and fields.

Organisms within an ecosystem are connected by energy. Individuals in a community feed on eachother, thus transferring energy along a ffoooodd cchhaaiinn or ffoooodd wweebb. In a food chain, energy is trans-ferred from one organism to another in a linear form. For example, the sun provides fuel for a figtree, which provides sustenance for wasps. The wasps are a food source for spiders, which areeaten by birds. More complex food webs can be thought of as a network, involving energy transfersamong several organisms.


many animals, forcing them tofind homes elsewhere. If these ani-mals leave an ecosystem, furtherdisturbances can occur withinplant and animal populations thatdepend on these species.

Additionally, with the absence oftall trees in the forest, lower vege-tation would lose shade providedby the upper canopy, resulting inincreased exposure to sunlightand decreased moisture. Changesin an ecosystem’s climatic condi-tions will eventually changevegetation type, which will alterthe kinds of animals that can existin that community. Over time, ifenough ecosystems are affected,an entire community type canchange (e.g., over-harvested fieldscan turn into deserts).

Population growth, increas-ing affluence, technologicalchange, and urbanizationare all responsible for rap-idly rising resourceconsumption all over theworld. The relationshipbetween populationgrowth and increasedresource use variesamong developed and

undeveloped nations. For example, according tothe Department of Energy, residents of theindustrialized world comprise only 20 percent ofthe world’s population, yet consume 86 percentof its iron and steel, and 76 percent of its timber. Despite the inconsistent relationshipbetween resource use and developed and unde-veloped nations, it is apparent that worldwide,more people use more resources. With popula-tion, technology, and lifestyle demands growingexponentially, people are using increasing

amounts of many natural resources.

Emerging TrendsIncreasing demands for naturalresources have spurred new methods forconserving existing resources. More andmore companies are developing newand innovative technologies that userecycled materials as raw materials inthe manufacture of products. Some steelproducers, for example, use minimillsand a manufacturing process that usesvirtually 100 percent recovered scrapsteel as the raw material.

Natural Resource Consumption Facts• The United States uses one million gallons of oil every

2 minutes.

• Every American uses about 47,000 pounds of newlymined materials each year.

• A television requires 35 different minerals, and morethan 30 minerals are needed to make a computer.

• Over the past 40 years, global consumption of woodas industrial fuel rose by nearly 80 percent. NorthAmerica alone accounts for about 40 percent of bothproduction and consumption of wood as industrialwood products.

• In 2001, each person in the United States threw awayan average of 4.4 pounds of waste each day.

(Sources: Natural Resources Defense Council, 1996; NationalMining Association, 2000; World Resources Institute, 2000; EPA,2003.)

Innovative Technology UsingRecovered Materials Plastic lumber was developed to utilize low-cost materialssuch as plastic grocery bags and wood chips or sawdust.Used as a wood alternative, plastic lumber offers severaladvantages over using lumber; it is long lasting, requireslimited upkeep, and resists warping and decay. Oneexample of how using plastic lumber can conserve andrecover resources is a bridge at Ft. Leonard Wood,Missouri. The construction of the plastic lumber bridgeutilized 13,000 pounds of mixed plastics that otherwisewould have gone to waste. This exercise in reuse trans-lates into significant natural resource conservation.


Additional Information Resources:

Visit the following Web sites for more information on natural resources and solid waste:

• U.S. Environmental Protection Agency (EPA): <www.epa.gov>• U.S. EPA Office of Solid Waste composting site: <www.epa.gov/epaoswer/non-hw/

composting/index.htm>• World Resources Institute: <www.wri.org>• Natural Resources Defense Council: <www.nrdc.org>• United States Department of Energy’s National Renewable Energy Laboratory: <www.nrel.gov>• United States Department of Energy’s Center of Excellence for Sustainable Development:

<www.sustainable.doe.gov>

To order the following item on municipal solid waste, call EPA toll-free at (800) 490-9198 or look onthe EPA Web site <www.epa.gov/epaoswer/osw/publicat.htm>.

• A Collection of Solid Waste Resources on CD-ROM

How Can You Help?An increasing number of individuals are alsopracticing ccoonnsseerrvvaattiioonn methods by using less—such as buying products with less packaging.(See the Teacher Fact Sheets titled Recycling onpage 101 and Buying Recycled on page 107).Certain lifestyle changes, such as compostingfood scraps rather than buying fertilizer (see theTeacher Fact Sheets titled Source Reduction onpage 79 and Composting on page 141), alsopreserve natural resources. Other suggestions

for ways to practice conservation of naturalresources include:

• Reducing waste by reusing paper groceryand lunch bags or eliminate waste by usingcloth bags.

• Donating old toys, clothes, furniture, cars,and other items to organizations such as theSalvation Army rather than throwing them inthe garbage.

• Closing the recycling loop by purchasing recycled-content products and packaging.

Recovery—In Action • More than 65 percent of the steel produced in the United States is made from recovered steel.

• The average aluminum can contains an average of 50 percent post-consumer recycled content.

• By 2003, the paper industry relied on recovered paper for 50 percent of its feedstock.

• Using recovered aluminum cans saves 95 percent of the energy required to make the sameamount of aluminum from bauxite, its virgin source.

• Recycling and reuse of 2,000 pounds of paper saves 7,000 gallons of water and 380 gallonsof oil.

(Sources: Steel Recycling Institute, 2000; Aluminum Association, 2000; American Forest and Paper Association,2000; The Can Manufacturers Institute, 1997; Weyerhaeuser Company, 1999.)


Grades K-1

Step 1: Draw a chart on a large piece ofcardboard or poster board with headings thatdescribe several types of natural objects thatstudents could find outdoors. Headings mightinclude rocks, leaves, flowers, bugs, animals,nuts (see below). Attach a sample of each ofthese objects (e.g., for flower, it can be aflower petal or seed). Discuss each of the

objects and tell students their mission will beto find evidence of these items in the out-doors. Examples of the types of evidencestudents might bring back that would fit intothe category headings could include pebbles,leaves or needles, seeds, acorns, feathers,and twigs.

Step 2: Bring students outdoors into theschool yard, a field, a patch of woods, a gar-den, or other natural area, no matter how

NNaattuurree RRoommpp

To gain an appreciation of nature and the environment.

Students will take a nature walk, make observations,and collect natural objects for an art activity.

• Bags (e.g., old lunchor grocery bags)

• Paint• Smocks• Crayons

• Glue• Scissors• Pens or pencils• Construction paper• Large sheet of paper

CommunicationObservation/classificationMotor skills

NatureEnvironmentHabitat

2 hours

Science

Art

Rocks Leaves Flowers Bugs Animals Nuts


small. Distribute a bag to students, and tell themthey are on a scavenger hunt to find evidence ofthe items discussed in class. Please ensure thatstudents only collect items that have fallen to theground or are dead; no live plants, flowers,insects, or other organisms should be collected,nor should bark be peeled off trees. Teachersmight have to work closely with students to helpthem locate and identify appropriate items.

Step 3: While students are collecting objects,ask them for their observations. You might wantto talk about their discoveries, focusing on col-ors, senses, seasons, or animal lives (e.g.,hibernation, food).

Step 4: Regroup in the classroom and helpstudents spread everything they’ve collected ona table. Ask the students to categorize theiritems into the headings on the chart you pre-pared earlier. Compare the different colors,sizes, and shapes of each of the items. Groupeveryone’s objects together and attach them tothe posterboard, or let students keep their ownpile and proceed to Step 5.

Step 5: Prepare for painting and gluing byputting on smocks and gathering the art sup-plies (e.g., paper or cardboard, glue, crayons,paint, construction paper, and scissors). Ask stu-dents to create artwork, using objects theycollected, that depicts the natural environmentthey just explored. Students can glue naturalobjects directly onto the paper, or they can cre-ate a sculpture. Students could also createcut-outs of animals or plants that they observed.

Step 6: Allow the artwork to dry and hangposters around the classroom to bring a little ofthe environment indoors!

1. Ask students if they found anything outsidethat they had never seen before. If so, canthey explain what it is?

2. Review some of the specific items found andwhat their purpose is.

3. Ask students to share what they like best innature.

1. Schedule a day trip to a local nature centerwhere students can participate in further out-door education.

2. Adopt a specific tree in your schoolyard andobserve how it changes through the seasons.Have students draw the tree during differentseasons.

3. Participate in an environmental educationworkshop and obtain copies of the conserva-tion/environmental education activity guidesentitled Project WILD K-12, Project WILDAquatic Education, or Project Learning Tree.Project WILD’s state coordinators and theirfacilitators conduct workshops (usually 6hours long) for educators within their state.The activity guides are provided to those who participate in the workshops. They includenumerous indoor and outdoor hands-onactivities related to the environment, with afocus on wildlife. Other classroom materialsare available without participating in theworkshops. For more information, and tofind out how to get information in your state,visit the Web site <www.projectwild.org>.You can also contact the Project WILDNational Office at (713) 520-1936 or<[email protected]>.

Teachers: Please note that many federal andstate land management agencies prohibit ordiscourage collecting living or non-living itemsin a natural environment. Depending on yoursituation, you might want to consider directingstudents to draw or paint the live organismsthey find as a substitute for the real thing.


Grades 1-3

Step 1: If possible, take the students out-side into a natural environment, such aswoods (otherwise, ask them to use theirimaginations and conduct the lessonindoors). Explain what an ecosystem is andwhat types of ecosystems are in your area.Ask them to identify different animals andplants that they see when they go outside.Discuss in a group what all animals andplants have in common (i.e., that they needto eat). Explain how some animals eatplants, some plants eat animals (e.g., aVenus Fly Trap), and some animals eat otheranimals. Ask the students what they eat.

Step 2: Explain that animals and plantsrely on each other for food and for survival.All of the plants and animals workingtogether, eating each other and beingeaten, is part of nature and can be

AAnn EEccoossyysstteemm EEssccaappaaddee

To learn how animals and plants depend on each otherin ecosystems.

Students will role-play elements of a food web to illus-trate the connections in ecosystems.

• Paper or cardboard• Crayons or markers• Scissors and string• Hole-punch

CommunicationsMotor skills

Food chainFood webEcosystem

1 hour

science

art

Sample Food Chain:(in an Eastern U.S. deciduous wooded ecosystem)

Sample Food Web:(in an Eastern deciduous wooded ecosystem)

fox

sun

hawk

cornsnake

raspberries

acorns

crayfish

white footed mousecorn

raccoondeer

tadpole

phytoplankton

Arrows indicate the direction that energy is transferred.


described as “food chains” or “food webs.”Show the students an example on the board (see sidebar for examples of food chains andfood webs).

Step 3: Based on the animals and plants thatare named by the students, create a food webon the board and have students help youdecide which animals and plants eat each other.

Step 4: Have each student pick one animal orplant in the ecosystem described on the board.Instruct each student to draw a picture on apiece of paper or cardboard of their animal orplant and write its name near the picture.

Step 5: Using a hole-punch and string, help students create a placard to identify them as a particular animal or plant.

Step 6: Facilitate an exercise with the stu-dents in which they find the animal or plant thatthey eat and link hands with that person. If thefood web is created properly, many peopleshould be holding hands.

1. As Step 6 is being conducted, ask studentsto remember what eats what. If there is morethan one option, acknowledge studentswhen they say a correct answer, even if noone in the class is role-playing that particularplant or animal.

2. Ask students why animals eat other animalsor plants.

3. Ask students what would happen to theplants and animals in the food web if oneplant or animal disappeared. Explore withstudents reasons why an animal or plantwould disappear.

1. Create illustrations and placards exemplify-ing a chain of foods that the students eat.Then link hands to create one or morechains (for example, people eat hamburger,which is made from cows, which eat grass).

2. Teach the students the words to “This Land IsYour Land” and sing it as a class. Discusssome of the lyrics that describe particularecosystems (e.g., redwood forests).

3. Tell students the different types of ecosystemsthat exist in your geographic location, such asstreams, ponds, forests, deserts, and mead-ows. Have each student pick one and draw apicture of it, including animals and plants thatlive in it. If possible, have students collectitems in nature, such as leaves, acorns,bones, bark, to include in their artwork.


Grades 2-3

Day 1: Listening Exercise

Step 1: Introduce and discuss the conceptof natural resources and product consumptionwith students (refer to the Teacher Fact Sheettitled Natural Resources on page 5). Reviewvocabulary words above. Note how humanscontinue to consume more and more prod-ucts, which takes a toll on the environment.

Explain that ecosystems are comprised ofmany different interrelated components, suchas different plant and animal species. Addthat when one part of an ecosystem is dis-turbed, it impacts the entire ecosystem.

Step 2: Take students to a quiet area out-side where they can sit comfortably and listenwithout distractions. Have students sit in a cir-cle. Once settled, ask students to close their

eyes and take three long deep breaths to helpthem relax.

Step 3: Once students are calm and atten-tive, read The Lorax out loud. In this story, acharacter called the “Once-ler” cuts down“Truffula” trees for their valuable silk tufts anduses them to make “thneeds.” Due to increas-ing thneeds sales, the Once-ler builds afactory and invents an axe that can cut downfour trees at once. The Lorax, a wise creatureof the forest, recognizes the potential harmthis could have on the Truffula tree forestecosystem. He speaks up to defend the trees,animals, air, and water that the Once-ler isdestroying in pursuit of more money and tosatisfy those who want thneeds. Eventually allthe Truffula trees are depleted, and the Once-ler can no longer produce thneeds. The oncebeautiful site is left contaminated with pollutedair and water.

DDrr.. SSeeuussss aanndd RReessoouurrccee UUssee

To learn about resources and the potential negativeimpacts humans can have on the environmentthrough overconsumption.

Students will listen to the teacher read The Lorax by Dr.Seuss. The teacher will then show the class productsthat exemplify reduced resource consumption.

• The Lorax by Dr. Seuss ReadingProblem solving

Natural resourcesPollutionEcosystemConsumption

2 hours

languagearts

science


Step 4: Discuss the story with the students.Begin by asking them why the Once-ler is calledthe “Once-ler.” Evaluate why the Once-ler had touse all the Truffula trees and ask the students tospeculate why he would not listen to the Lorax.Ask the students if they can suggest a way for theOnce-ler to make thneeds without destroying theecosystem in which the Lorax lived.

Step 5: Have students suggest “thneeds” thatthey often use (e.g., clothes, food, books).Instruct students to go home that night and thinkabout how they can consume less resourceswhile still using their thneeds. One example isbuying used clothing instead of new clothing.Instruct students to bring in their thneed for a“show and tell” activity the following day.

Day 2: “Show and Tell”

Step 1: Have students present their thneedand explain their solution for consuming lessresources while using their thneed. If the studentcannot think of a solution, ask the class to con-tribute its ideas.

1. Ask the students why the Once-ler cut downthe Truffula trees.

2. Ask the students why the Brown Bar-ba-lootshave to leave the forest after the Once-lerstarts his thneed production. Could some-thing like this happen in real life? How?

3. Have students list three ways the Thneed fac-tory caused problems for the Truffula Treeforest and its residents.

4. Have students explain what the Lorax’s mes-sage “Unless” means (answers shouldinclude the need for future generations toprotect and care for the Earth).

1. Break students into groups of approximatelyfive students. Have students rewrite The Loraxso that the Truffula tree forest and its inhabi-tants are saved. Students can use this todevelop a script and act out their own storyin front of the class.

2. Instruct students to create a collage of theirneeds and wants, labeling them “thneeds”and “thwants,” by cutting pictures out ofmagazines. Once the collages are complete,ask the students to tell the class aboutopportunities to use less resources with thethneeds and thwants.

Remind students that the Lorax

spoke for the trees, "for the trees

have no tongues." Ask students to

choose one thing in the environ-

ment that is in jeopardy and

cannot speak for itself and

defend it. Why is it in jeopardy?


Grades 5-6

Step 1: Display all of the materials from the“Materials Needed” list above except for thelast five items. Discuss the concept of naturalresources with the students and ask them toidentify what each of the objects on displayare made from (refer to Teacher Fact Sheettitled Natural Resources on page 5). List theiranswers on the board. Use the list to defineand explain the key vocabulary words.

SSoouurrcceess ooff RReessoouurrcceess

To identify natural resources as renewable or nonrenew-able; to learn where resources come from; and tounderstand how overconsumption of limited suppliescan be problematic.

Students will research resources, investigating theirsources and uses. They will present conclusions to theclass and identify on a map where the resource is mostoften found.

• Wool sweater• Plastic milk jug• Metal can• Glass bottle• Plastic boot or raincoat• Fruit and/or vegetables• Wood object (chair,

ruler, etc.)• Cotton T-shirt• Paper

• Dairy product (egg,cheese, milk, etc.)

• Leather (belt, shoe,purse, etc.)

• Pushpins• Paper (used to make

small labels/tags)• Scissors• Pens• World map

CommunicationResearchObservation/classificationProblem solving

Natural resourcesRenewableNonrenewableRaw materialsConsumption

1 hour

science

social studies

AluminumChromiumCoalCobaltCornDiamondsFishFresh WaterGold

NickelOilPetroleumPlatinumSilverTinWheatWoolZinc

Valuable Natural Resources


Step 2: Have a brainstorming session withstudents to identify well-known resources such asthose listed in the “Valuable Natural Resources”sidebar. Try to come up with at least as manyresources as there are students in the class.Write the list on the chalkboard.

Step 3: Have each student choose a naturalresource from the list.

Step 4: Instruct students to research their cho-sen resource. They should use library andInternet resources to investigate the dominantsources and uses for their resource. Studentsshould also research consumption of theirresource and analyze whether their resourcemight become depleted in the near future.

Step 5: Display a large map of the world inthe front of the classroom.

Step 6: Have students write the name of theirresource on several small pieces of paper.

Step 7: Have students present informationabout their resource to the class, discussing theirresearch conclusions. Students should begintheir presentation by telling the class what theirresource is and where it is most typically found.Students should pin the paper that labels theirresource on the map at the appropriate regions.Additionally, students should discuss whether theresource is renewable or nonrenewable and tellthe class some of the resource uses and anyassociated consumption issues.

1. Ask students to identify the natural resourcesused to make items, other than those previ-ously studied. Have students think about theirhouse, family car, room, school, or otherfamiliar objects in their lives.

2. Test students’ memory of where some of theassigned resources come from. Take the pinsout of the map and have students place thepins at the proper geographic locations asyou call out the resources.

3. Ask students to explain and discuss theimportance of monitoring resource consump-tion. Also, discuss why it is important todevelop and discover alternatives to certainresources.

1. Have students research, via the Internet orthe school library, information on our globalpopulation and specific resource quantities.Have them calculate and record figures todetermine the approximate future supply ofparticular resources.

2. Have students pick their favorite resourceand identify ways to conserve it. With thisinformation, have students write and act outa skit that exemplifies resource conservationpractices.

3. Conduct a geology lesson that incorporatesa discussion of the formation of some com-mon natural resources (e.g., coal, petroleum,diamonds). Ask students why all resourcesare not located right in their backyards.Discuss what this means in terms of resourceavailability (e.g., how we get resources fromother countries).

Ask students to list the kinds of

natural resources they use fre-

quently. Are they renewable or

nonrenewable? Ask students to

write about what they would do

if the world supply of the

resource ran out.


Grades 5-6

Step 1: Discuss ecosystems with stu-dents and identify the types of ecosystemsthat exist in your geographical area.Select an ecosystem to study (e.g., forest,meadow, stream, pond).

Step 2: As an in-class exercise withstudents, brainstorm some of the animalsand plants that make up that ecosystem.Have a student write everything on theboard and have the class create linksbetween the items that plants and ani-mals eat and those that eat them. Theresult should be a complex food web(see example in the side bar). Leave thefood web on the board until the next day.

Step 3: Assign each student to a partic-ular plant or animal that exists in a

HHooww MMaannyy PPeeooppllee DDooeess iittTTaakkee ttoo RRuuiinn aann EEccoossyysstteemm??

To learn how animals and plants depend on each otherin ecosystems and how human activities can impactecosystems.

Students will role-play elements of a food web to illus-trate the connections in ecosystems and will respond toreal-life scenarios that impact ecosystems.

• Red stickers• Green stickers• Black stickers

• Cardboard• String

CommunicationsMotor skills

Food chainFood webEcosystem

1 to 2 hours

Sample Food Web:(in an Eastern U.S. deciduous wooded ecosystem)

fox

sun

hawk

cornsnake

raspberries

acorns

crayfish

white footed mousecorn

raccoondeer

tadpole

phytoplankton

Arrows indicate the direction that energy is transferred.

science

social studies


specified ecosystem. Have them research (eitherat the school library or on the Internet) what theplant eats, what eats it, and any factors that arenecessary in its habitat for survival. Have studentstell the class what they found, in 5 minutes orless, modifying the existing food web as you go.

Step 4: Have students create a placard toidentify themselves as a certain plant or animal.All students should start off with a green stickeron their placard, indicating that the populationof their plant or animal species is healthy.

Step 5: Facilitate an exercise in which eachperson holds hands with the person wearing a

sign of the animal or plant that they eat. Theresult should be a tangled web of students,holding several people’s hands.

Step 6: Now, introduce some human-createdscenarios that would affect this ecosystem (seeexamples below). When an animal or plant isaffected, a red or black sticker must be placedon the person’s placard. For example, in ameadow ecosystem, a scenario might be that afarmer applies pesticides to the meadow, whichkills off the Monarch Butterflies. Whomever isplaying the role of the Monarch Butterfly wouldput a black sticker over top of the green sticker(and should be removed from the web).Students should be asked to identify what otherspecies are affected by the disappearance of theMonarchs in this ecosystem. Those that areaffected (that depend on the Monarch for foodor that serve as prey for the Monarch) shouldplace a red sticker over top of the green sticker,indicating the species is in trouble.

Step 7: Introduce several detrimental scenar-ios until the students decide that the ecosystemis no longer viable and should be considereddestroyed.

Ask students to describe a natu-

ral place that is special to them.

Have them write about what lives

there and why it is so magical. Or

ask them to write a poem that is

in the shape of something in

nature.

Sample Scenarios of HumanActivities That Could AffectEcosystems:

• Pesticide-containing runoff makes itsway into a stream from which animalsdrink.

• A household dumps used oil in the stormdrain, which empties out into a bay.

• An old-growth forest is clear-cut.

• Hazardous waste from a factory isdumped into the river.

• Acid rain from factories kills off trees ina forest 200 miles away.


1. Have students define and describe a foodweb.

2. Ask students to describe the characteristics ofan ecosystem.

3. Ask students to explain how several elementsof an ecosystem can be harmed even if onlyone element is initially affected.

1. Repeat the exercise described in Step 6, butthis time use examples of recent humanactions and efforts to make a positive impacton an ecosystem. For example, through thework of biologists and naturalists, the fox isreintroduced into an ecosystem and environ-mental groups help Congress to pass andenforce laws to protect its habitat.

2. Present the class with a scenario that pitshuman activities against an ecosystem. Breakthe class into groups and assign different

roles to the different groups. For example,one group could represent a developer thatwants to fill in a wetland to build a shoppingmall. Another group could represent a groupof citizens of that community that want tosave the wetland. Another group could rep-resent the new workers who could benefitfrom jobs at the new mall. Students shouldbe instructed to think of all the reasons whythey would support or oppose the mall fromtheir perspective and have a mini-debateabout the issue.

3. Take the students on a field trip to a localpark, stream, pond, or wooded area, andtake an inventory of all the common birdsand plants that are observed in that ecosys-tem. Students could learn how to use fieldguides and identify the species observed.

4. Give the students a list of species that havebecome extinct in the last 100 years and askthem to research how they became extinct(e.g., overharvesting, habitat destruction) andpresent the information to the class, alongwith a description of the species and/or aphotograph. This will help the class appreci-ate the beauty of many of the extinct speciesand gain an understanding of the humanactivities that caused their demise.

23

Teacher Fact Sheet: Products . . . 25

A Matching Match (Grades K-1) . . . . 29

Tracing Trash Back to Its Roots

(Grades 3-4). . . . . . . . . . . . . . . . . . 31

Putting Products Under the

Microscope (Grades 5-6) . . . . . . . . . 35

Let’s Go Eco-Shopping (Grades 4-8) . 39

A Product’s Life (Grades 7-8) . . . . . 43

24 Unit 1, Chapter 1.2, Products The Quest for Less

Sk

ills

Use

d*

Subje

cts C

ov

ered

Gra

de R

an

ge

Activ

ity

Na

me

K

1

2

3

4

5

6

7

8

Math

Science

Language Arts

Social Studies

Art

Health

Communication

Reading

Research

Computation


Problem Solving

Motor Skills

A MatchingMatch

Tracing TrashBack to Its Roots

Putting ProductsUnder theMicroscope

Let’s Go Eco-Shopping

A Product’sLife

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*See Glossary of Skills for more details.

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25The Quest for Less Unit 1, Chapter 1.2, Products

How Are Products Made?Everyone uses a variety of pprroodduuccttss each day—from toothbrushes to notebooks to lunch boxesto video games. Each of these products has aneffect on the environment in one way or another.Sometimes merely using (or misusing) a productcan affect the health of people and the environ-ment. Some products can affect the environmentthrough the way they are made or disposed of.For example, products made from virgin nnaattuurraallrreessoouurrcceess have different effects on the environ-ment than those made from rreeccoovveerreedd rreessoouurrcceess.By understanding a product’s lliiffee ccyyccllee—thedevelopment, use, and disposal of a product—people can make better decisions about whatproducts to buy and how to use them wisely.

A product’s life cycle generally includes design;exploration, extraction, and processing ofresources (raw materials); manufacturing; distri-bution and use; and retirement. If a product ismade from 100 percent recovered materials,exploration and extraction of virgin materials isnot necessary. If a product is recycled, compost-ed, or reused, people do not have to throw itaway. By altering the product life cycle in theseways, people can save energy and resources,and therefore, prevent waste and pollution.

The Product Life CycleThe following sections describe each stage inthe product life cycle, as well as the challenges,benefits, and emerging trends associated witheach step.

DesignProduct design can involve research, testing,and development. This includes development ofsynthetic materials, such as plastics, whichderive from natural sources.

Some products are designed to be used onlyonce (ddiissppoossaabbllee), while others are designed tobe used many times (dduurraabbllee). Engineering andmaterial choices can determine whether a

product is durable, disposable, or rreeccyyccllaabbllee,or a combination.

Over the last few decades, as people’s lives havebecome more complicated and technology moreadvanced, many consumers have come to desirethe convenience of disposable items over thedurability of reusable ones. Also, it is sometimeseasier to replace items rather than fix them. Thus,more and more items end up as trash in llaannddffiillllssor iinncciinneerraattoorrss.

Products are often conceived and designed witha focus simply on how they will be used andwith less concern about the other stages in theirlife cycle. In the past decade, however, con-sumers have begun to demand moreeennvviirroonnmmeennttaallllyy pprreeffeerraabbllee pprroodduuccttss or “green”products—products that have fewer negative

Products

KKeeyy PPooiinnttss

• Product life cycle includes design,

extraction of natural resources, manu-

facture, use, and disposal or recycling.

If a product is made with recovered

materials, raw materials do not have to

be extracted from the Earth. If a prod-

uct is recycled or reused, its life cycle

begins anew and has less effect on the

environment.

• The extraction of raw materials and

the manufacture and disposal of a

product can create pollution and waste

and can require a great deal of energy

resources.

• Durable products can be used many

times and create less waste, while dis-

posable products are usually used only

once.

• Product manufacturers are beginning to

make more products that have environ-

mentally preferable attributes.


effects on human health and the environmentwhen compared to traditional products.Manufacturers have responded by offeringproducts that are made from recycled-contentmaterials, low in toxicity, and high in energy-effi-ciency. Other products have been designed toconserve water, minimize air pollution or,through a combination of factors, have fewernegative impacts on the environment.

Exploration, Extraction, and ProcessingManufacturers must obtain the materials neededto make their products. If a manufacturer usesrreeccoovveerreedd mmaatteerriiaallss, the company can obtainthem from recycling processors or other similarsources. VViirrggiinn rreessoouurrcceess, however, must be mined(for metals and minerals) or harvested (for woodand other biobased materials) from the Earth.Once they are extracted, they must be processedfor use in manufacturing.

The extraction of rawmaterials generateswaste and pollution andrequires a great deal ofenergy. In many cases,the natural resourcesused in manufacturingare nnoonnrreenneewwaabbllee. Thismeans that, eventually,the natural resource willbe depleted. As more

and more communities offer recycling programsand people participate in them, manufacturersmay be able to use increased recovered materi-als instead of virgin materials to make products.

ManufacturingWhether a product is made from virgin or recov-ered materials, often the factories thatmanufacture the product are specially designedto use a consistent form of material. If a productis made in a plant designed to process virginmaterials, changing to recycled materials mightnot be easy. Changing the kinds of materialsused in manufacturing, such as using recycledpaper instead of virgin paper, can requirechanges in technology and equipment and canslow down the pace of production. In the pastdecade, however, many manufacturing plantshave begun retooling and learning to use recov-ered materials rather than virgin materials, andthus, the variety of recycled-content products hasbeen growing. (See the Teacher Fact Sheet titledRecycling on page 101 for more information.)

Manufacturing products generates pollution andusually requires a great deal of energy. Usingrecovered materials can often save energy andreduce pollution. The manufacturing processalso generates waste, but at some manufacturingplants, this waste can be reused.

Distribution and UsePeople rely on various products to live in a

modern society. Most people pur-chase and use some type ofmanufactured product every daybecause it is easier and more con-venient than making the sameitems from scratch (for example,going to a store and buying a boxor bag of rice is much simpler, andmore practical, than trying to growrice in a paddy in the backyard).

After products are manufactured,many must be packaged for trans-portation and distribution. Often,products are transported long dis-tances across the nation or eveninternationally before people canpurchase and use those items.

Product Facts• Most glass bottles and jars contain at least 25 to 30 per-

cent recycled glass.

• Making 2,000 pounds of paper from trees requires 3,700pounds of wood, 200 pounds of lime, 360 pounds of saltcake, 76 pounds of soda ash, 24,000 gallons of water,and 28 million BTUs of energy.

• Making an aluminum can from recycled material requires95 percent less energy than making one from the naturalresource raw material, bauxite ore.

• For every 100 pounds of products made, over 3,000pounds of waste is generated.

(Sources: Glass Packing Institute; Can Manufacturers Institute;Weyerhaeuser Company.)


Products often require packaging to protect themfrom spoilage, damage, contamination, and tam-pering during transportation, storage, and sale.Sometimes packaging is necessary to inform con-sumers about product benefits, proper use, andother information. While some products mightappear to have excessive packaging, in manycases the packaging serves several purposes,without which the products might not be availableas widely or as frequently.

Packaging—when it is discarded—can create agreat deal of waste. In communities where com-mon packaging materials are not recyclable, theseitems must be thrown away, wasting preciousresources and potential recovered materials.

Product RetirementAfter use, many items or packaging are dis-posed of in landfills or incinerators. Others arerecovered for recycling. If products are disposedof in landfills or incinerators, they can no longerprovide any benefit. Emissions to air and waterfrom these disposal methods can affect humanhealth and the environment.

If products are recycled, composted, or reused,they continue to serve a purpose, either as araw material or for the same use they were orig-inally intended. Extending a product’s life is away to save natural resources, prevent wastereduce pollution, and conserve energy.

The more people recycle and buy recycledproducts, the more incentive manufacturers willhave to make products with recovered content.

Think Globally, Buy LocallyOne way consumers can help eliminate theneed for excessive packaging is to buy productslocally. This concept, known as bioregionalism,works on the idea that if consumers buy prod-ucts made within their own communities,packaging that would otherwise be needed toprotect the products during transportation andstorage could be eliminated or reduced.


Visit the following Web sites for more information on designing and purchasing products with the environment in mind:

• U.S. Environmental Protection Agency (EPA): <www.epa.gov>• U.S. EPA Office of Solid Waste product stewardship site: <www.epa.gov/epaoswer/non-hw/

reduce/epr/index.htm>• U.S. EPA Office of Pollution Prevention and Toxics, Design for the Environment Program:

<www.epa.gov/dfe>• U.S. EPA Office of Pollution Prevention and Toxics, Environmentally Preferable Purchasing:

<www.epa.gov/opptintr/epp>

To order the following additional documents on municipal solid waste and product life cycle, call EPAtoll-free at (800) 490-9198 or look on the EPA Web site <www.epa.gov/epaoswer/osw/publicat.htm>.

• WasteWise Update—Extended Product Responsibility (EPA530-N-98-007)• Puzzled About Recycling’s Value? Look Beyond the Bin (EPA530-K-97-008)• A Collection of Solid Waste Resources on CD-ROM


Grades K-1

Step 1: Discuss with students that every-thing we use is made from a natural resource,such as a plant or other resource that comesfrom the Earth. Some products also comefrom animals. Provide examples by talkingabout what students are wearing or items inthe classroom and the sources of those items.

Step 2: Either individually or in groups,have the students use the Matching Matchworksheets to match the different productswith their natural resource.

Step 3: Encourage the students to color thepictures.

1. Ask the students to name other items thatare made from the same natural resourcesthat are listed on the worksheet.

2. Ask students to list other plants and ani-mals that products are made from.

1. Pick a product that is made in your localcommunity, such as paper, ice cream, orwool sweaters, and take the students on afield trip to see how it is made. Ideally, stu-dents would see how a raw material isconverted into a product.

AA MMaattcchhiinngg MMaattcchh

To teach students that many products come fromnatural resources such as animals and plants.

Students will draw a line from a product to its naturalsource and then color the pictures.

• Copies of the Matching Match worksheet for each student

• Crayons

Observation/classificationMotor skills

Natural resourcesProducts

1 hour

art

socialscience


Matching MatchName:

__________________________________

sheep

tree

cottonplant

wheat

cow

leatherjacket

newspaper

milk

bread

wool hat

cotton t-shirt

wool sweater


Grades 3-4

Step 1: Review and explain the vocabularywords above. Explain that most products aremade from natural resources. (Refer to theTeacher Fact Sheets titled Natural Resourceson page 5 and Products on page 25 for back-ground information.)

Step 2: List five categories of naturalresources on the blackboard: animals, fossilfuels, metals, plants/trees, and sand. Discusswith students some examples of products thatare made from these natural resources.Brainstorm a list of things that are made fromnatural resources (mostly everything!) andmake another list on the blackboard. Makesure there are at least five products for eachnatural resource category. Encourage studentsto think of food and beverage items and con-

TTrraacciinngg TTrraasshh BBaacckk ttoo IIttss RRoooottss

To teach students to identify the various naturalresources used to produce common items that becomewaste.

Students will play “Trash Bingo” as a method to identifywhat natural resources are used to make commonproducts.

• Copies of bingo card for each student (make copiesand then cut sheets so half the students get one versionof the bingo card and half get a different version).

CommunicationProblem solving

Natural resourcesRenewable resourcesNonrenewable resources

1 hour

science

social studies

Aluminum can

Aluminum lawn chair

Apple core

Bicycle tire

Bologna sandwich

Book

Bread

Cereal box

Cotton shirt

Egg shells

Glass bottle of juice

Grocery bag

Hamburger

Leather jacket

Linen pants

Milk container

Mirror

Nylon pantyhose

Sandwich bag

Soda bottle

Window

Wool hat

Common Products


tainers, household product containers, andhousehold items (furniture, books, appliances).See suggestions in box if the list is deficient.

Step 3: Explain the rules for bingo, and handout bingo cards.

Step 4: Select words from the students’ prod-uct list (or the list of suggestions) and call outwords one at a time. Instruct students to find thecategory or categories that each item belongs inon their bingo sheet and write the name of theproduct. There may be more than one naturalresource for each product (for example, a pair oftennis shoes might fill three categories: plant,fossil fuel, and metal).

Step 5: The first student to fill the card wins.Use the T-R-A-S-H letters as free spaces. Be sureto check the student’s bingo sheet to see if allanswers are correct!

Step 6: After the bingo game, have each stu-dent circle the items that are made fromrenewable resources.

1. What are natural resources?

2. What’s the difference between renewableand nonrenewable natural resources?

1. Additional questions include asking studentswhat happens if we keep using more andmore natural resources? How can we stopusing so many natural resources? How canwe use more renewable resources and lessnonrenewable resources?

2. Play show and tell. Have students bring inone of their favorite “things” and tell theclass where it came from, including theresources used in producing it and how itcame to be in their house. Have themdescribe what they will do with it when it isbroken, old, used up, or no longer needed.

3. Conduct a scavenger hunt. Make a list ofcommon items found inside or outside of theclassroom that are derived from animals,plants, metals/minerals, fossil fuels, or sand.Have students find 15 of 30 items and iden-tify which category they belong in. Give thestudents 15 minutes to look for the items,then call them together and discuss theiranswers.

Ask students to write about

what natural resources mean to

them. Ask them to pick a natural

resource and describe why it is

special or important to them.

Or

Have students write about their

favorite toy or game. Have them

write a history of where it came

from, starting from when it was a

natural resource.

33

Name:

___________________________________________________

✁

Name:

_________________________________________

The Quest for Less Unit 1, Chapter 1.2, Products


Grades 5-6

Step 1: Explain that everyone uses a varietyof products every day. Note that there is amanufacturing process involved in creating anew product and that any new productrequires raw materials. (Refer to the TeacherFact Sheets titled Natural Resources on page5 and Products on page 25 for backgroundinformation.)

Step 2: Have students select a product that ismade in their community or state. Productsmight include bicycles, batteries, pens, milk,shoes, ships, plastic toys, glass bottles, or paper.

Step 3: Ask the students to draw a pictureof the product. Then ask them to label all ofthe product’s different parts and write both the

raw materials used to make each part as wellas the original resources used to make theraw material on the Product Inspector work-sheet. If a student draws a car, for example,he or she would label the dashboard and notethat plastic is derived from petroleum.

Step 4: Discuss whether there are more rawmaterials required to make the product thanexpected. Ask where the raw materials comefrom—your town, state, country, or anothernation. Discuss what happens to the environ-ment when the raw materials are extractedfrom the Earth or harvested. Does this processproduce pollutants or harm land or ecosys-tems? Discuss ecosystems in your geographicalarea that might be affected by the removal ofraw materials. How might people living in thearea be affected?

PPuuttttiinngg PPrroodduuccttss UUnnddeerrtthhee MMiiccrroossccooppee

To have students evaluate a product to determine itsresource use and overall impacts on the environment.

Students select a product manufactured in their com-munity and discuss the raw materials and resourcesrequired to make the product.

• Copies of Product Inspector worksheet for students. CommunicationObservation/classificationProblem solving

ProductsManufacturing processRaw materialsResourcesEcosystems

30 minutes

science

social studies

languagearts


Step 5: Ask students to describe what hap-pens to the product after they use it. Can it beused up or will it wear out? Can the product orits parts be reused or recycled in some way?How? Will the product or its parts decompose ifburied in a landfill? What effects does disposingof this product have on the environment? Whopays for disposing of the product? Who isresponsible for disposing of it?

1. Ask students how products are created.

2. Ask students how this process impacts the environment.

3. Have students explain what happens to prod-ucts after we are finished with them.

4. Ask students if they think we really need allof the products we use. Why or why not?

1. Contact or visit the manufacturer with yourclass to learn more about the process andmaterials used to make the product.

2. Ask students to name the different productsthey use during the course of a day (e.g.,toothbrush, shoes). Make a list of these itemson the blackboard. Then, ask students to cat-egorize the product as essential to survival,necessary for living in today’s society, or a lux-ury. Ask students if they are surprised how fewproducts we really need and how many prod-ucts are a luxury. Explain to students that allproducts create waste and that they shouldkeep this in mind when they buy products.

3. Check books, articles, and magazines, orwrite to agencies or organizations to learnabout the types of natural resources (e.g.,wood, oil) that the United States obtainsfrom other countries. Research whether theseare renewable or nonrenewable resources.Describe what might happen if we begin touse up these resources. What can we do toconserve these resources?

Ask the students to name some

products they could give up for a

day, a month, or longer. Ask them

to describe how giving up these

items would affect other people

and the environment.

The Quest for Less Unit 1, Chapter 1.2, Products

Name:

37

PPrroodduucctt IInnssppeeccttoorr

Name of Product:________________________________________

Product Parts Raw Materials Used Original Resources


Grades 4-8

Step 1: Bring in at least five products withenvironmental claims (e.g., aluminum cans,newspapers, paper towels) and examine themwith the class. List the attributes on the chalk-board and discuss them (refer to the TeacherFact Sheet titled Buying Recycled on page107). For example, many paper products aremanufactured with environmental attributessuch as those listed in the “Environmental

Attributes for Paper” sidebar. Use the EPA/FTCEnvironmental Marketing Claims brochure toteach students what different labels mean

LLeett’’ss GGoo EEccoo--SShhooppppiinngg!!

To teach students how to identify and evaluate the envi-ronmental attributes of products and assess theirenvironmental impacts.

Research products that students buy and discuss theirenvironmental attributes.

• Five products with environmental claims on labels (e.g., a cerealbox made with recycled content, an aluminum can with a recy-clable symbol, a cleaning product marked “biodegradable”).

• Product Review Worksheet (one for each student).• EPA’s Let’s Go Green Shopping brochure located at

<www.epa.gov/epaoswer/education/pdfs/shopping.pdf>. Toorder copies of this brochure, please visit <www.epa.gov/epaoswer/osw/pub-l.htm> or call EPA at (800) 490-9198 andreference document number EPA530-K-04-003.

• EPA and the Federal Trade Commission’s EnvironmentalMarketing Claims brochure at <www.epa.gov/epp/documents/claims.htm>.

Communication ResearchObservation/classificationProblem solving

Postconsumer-recovered material content

Life cycleEnvironmental attribute

2 hours over two class-room periods

languagearts

social studies

art

Environmental Attributes forPaper

PPrreeccoonnssuummeerr contentPPoossttccoonnssuummeerr contentRecyclability of packagingRecyclability of productReusability of item


(e.g., all natural, recycled-content percentages,biodegradable). Discuss product manufacturing(refer to the Teacher Fact Sheet titled Productson page 25 and its potential impact on theenvironment. Discuss how changing some of thepractices involved in product manufacturing canincrease or diminish a product’s environmentalimpact over its life cycle (refer to A Product’s Lifeon page 43).

Step 2: Divide into groups or have each stu-dent choose one product (from home or school)that could possess environmental attributes(e.g., binders with recycled-content plastic cov-ers, paper clips with recovered plastic,energy-efficient computer). Have the studentsresearch his or her product (e.g., read productliterature/labels, contact the company, Webresearch, visit a store that sells the product).Give students copies of the Product ReviewWorksheet and instruct them to answer thequestions while researching.

Step 3: After students conduct and compiletheir research, have a class discussion wherestudents report their results (discuss more thanone product at a time if several students chosesimilar items. On the chalkboard, list the envi-ronmental attributes each person discovered.Discuss which products are the most environ-mentally sound and why. Point out that attributescan vary depending on local, personal, andother circumstances. For instance, if the studentslive in a desert community, products that con-serve water might be most important to them.

1. Ask students to think about their shoppinghabits. Before today’s lesson, ask them ifthey consider environmental attributes whenpurchasing products. After the lesson, askthem if they will in the future. Discuss whatkinds of attributes they will pay the mostattention to and why.

2. Ask students to suggest environmental attrib-utes to consider when purchasing someproducts other than those already researched(e.g., beverages, paint, food items).

1. Have students conduct a “mall scavengerhunt” to search for “green” products and/orthe sustainable practices of stores or the mall(e.g., recycling bins). While on the scavengerhunt, students can take note of:

• Stores that sell products with environmentalattributes (e.g., bags with recycled content,biodegradable beauty products).

• Recycling containers available for mall cus-tomers.

• Store and/or mall managers who are knowl-edgeable about recycling, waste reduction,and green products.

2. Instruct students to select one of the productsexamined in this activity and create adetailed lifecycle flow chart of the stepsinvolved in manufacturing, use, or disposalof the item (refer to the Teacher Fact Sheettitled Products on page 25 and A Product’sLife on page 43).

3. Have students write and design a marketingbrochure or public service announcement(refer to the Memorable Media Messagesactivity on page 215) that emphasizes aproduct’s environmental attributes. Instructstudents to develop the brochure targetingconsumers. The brochures should explainwhy a consumer might purchase this itemover a competing company’s product.Students should pay special attention to the

Have students keep a journal of

everything they buy in a week or

on one trip to the mall (including

food). Ask them to examine the

purchases and think of ways to

reduce waste on future shopping

trips (e.g., take a reusable bag for

carrying purchases, buy in bulk to

reduce packaging waste).


guidelines outlined by EPA andthe FTC in the EnvironmentalMarketing Claims brochure.

4. Students can hold an openhouse to showcase the itemsthey purchased. They can cre-ate a display of the “green”products and set it up either inthe classroom or elsewhere inthe school. Suggest placing anindex card or small piece ofposterboard next to each prod-uct explaining theenvironmental attributes it con-tains.

5. Students can hold an “eco”fashion show for their class-mates or the whole school.They can create outfits by sup-plementing the items they foundwhile shopping with used cloth-ing from thrift shops. Suggest thatthey present the clothing and accessories ina live fashion show format or museum-typedisplay (e.g., using mannequins, hangers).

6. Have students conduct research and write areport about a “green” company or a specif-ic “green” product.

7. Have students write letters to companies.They can either write to ask a company whythey do not sell/design green products, orthey can thank a company for selling sustain-able products.

8. All toilet paper contains a percentage ofrecycled paper, but only some companiesadvertise this fact. Have students comparepackaging for five different toilet paperbrands to determine how many advertise thatthe paper is made from recycled content andhow many do not. Write a letter to the com-panies that do not advertise the recycledcontent of their toilet paper, asking them whythey choose not to promote this fact.

Part of an eco-fashion show of reused clothing from thrift shops at a

Pennsylvania middle school.

Product Review Worksheet

2. Are there any brands of yourproduct that advertise environ-

mental attribute claims? If so, howmany different brands are available?

______________________________

_____________________________

___________________________

_______________________

3. Which brand offers moreenvironmental attributes?

__________________________

____________________________

____________________________

__________________________

______________________

Name:

____________________________________

5. What attributes do youthink are the most important

and which products have thoseattributes?

___________________________

__________________________

_______________________

__________________


6. Why did you choose to pur-chase your product?

___________________________

_____________________________

_____________________________

____________________________

_________________________

1. List the environmental attrib-utes of your product.

___________________________

_____________________________

_____________________________

____________________________

7. Whether your product is anelectronic or not, list some actions

you can take to recycle electronics.

_____________________________

______________________________

____________________________

__________________________

_____________________

4. What are the costs of thedifferent brands? If the price dif-

ferences are substantial, why do youthink that is?

______________________________

_____________________________

___________________________

_______________________


Grades 7-8

Day 1

Step 1: Introduce the concept of product lifecycles. (Refer to the Teacher Fact Sheets, titledProducts on page 25 and Natural Resourceson page 5; the Let’s Go Eco-Shopping activity

on page 39; the information on the Life Cycleof a CD or DVD and/or Life Cycle of a CellPhone poster; and EPA’s Let’s go GreenShopping Guide.) Start by giving a generaloverview of life cycles, and relate this conceptto something familiar to the students (e.g., ourown lives, the life cycle of a tree). Continue byexplaining that all products are made of some-thing that ultimately comes from nature; and

AA PPrroodduucctt’’ss LLiiffee

To teach students the concept of product life cycles,including the various steps and related environmen-tal issues involved.

Using the Life Cycle of a CD or DVD and/or Life Cycle of aCell Phone or other life cycle posters as an example of aproduct life cycle, students research the steps involved in aproduct’s life cycle and present their findings to the class.

• The Life Cycle of a CD or DVD poster and/or The Life Cycle ofa Cell Phone poster located at <www.epa.gov/epaoswer/osw/students/finalposter.pdf and <www.epa.gov/epaoswer/education/pdfs/life-cell.pdf>. To order copies of these materi-als, please visit <www.epa.gov/epaoswer/osw/pub-l.htm> orcall EPA at (800) 490-9198 and reference document numbersEPA530-H-03-002 and EPA530-H-04-002.

• Index cards.• Library, computer/Internet access, EPA’s Let’s Go Green Shopping

Guide (available at <www.epa.gov/epaoswer/education/pdfs/shopping.pdf> or order online at <www.epa.gov/epaoswer/osw/pub-l.htm>), or other sources of research.

• For enrichment activity:• Scissors• Markers• Heavy-duty (cardstock) paper

ResearchReadingCommunicationsMotor Skills

“Cradle to Grave”ExtractionLife cycleManufacturingProcessingRemanufactured productsRecovered materialsVirgin resources (natural resources)

Day 1: 1.5 hoursDay 2: 1 hour

languagearts

art

science


that all products end up somewhere after we arefinished using them.

Step 2: Move on to more in-depth discus-sions of the various steps of a product’s lifecycle. Be sure to define each step: raw materialsacquisition/extraction, materials processing,manufacturing, product packaging, distribution,use (lifespan), and end use (reuse, recycling,disposal). Discuss how each of these steps canhave environmental consequences.

Step 3: Investigate the life cycle of an every-day item. Have the class select one or twoproducts whose life cycles they would like toresearch. Choose a common product, such asone used often in class or at home. (For exam-ple: calculator, radio, remote control, light bulb,pencil sharpener, computer keyboard or mouse.)

Step 4: Divide the class into research teamsfor each item chosen. As a homework assign-ment or an in- class activity, have students workin groups of three or four individuals to researchan individual step of the chosen product’s lifecycle. Students can use the library, Internet, andother resources, including those listed on theTeacher Fact Sheets in this binder.

Day 2

Step 5: Direct the students to use their find-ings to organize a short presentation to theclass. Give each group a handful of index cardson which they can write down notes. Have eachgroup give an oral presentation to the entireclass on what they discovered through theirresearch. Be sure to only discuss one product’slife cycle at a time and have the groups presentin the proper order of the steps of a life cycle(i.e., materials extraction, then processing, thenmanufacturing, etc.). Encourage the students tobe creative, including using props or other visu-al means of presenting their information.

1. Oral presentations can be judged and grad-ed on the following criteria:

• Comprehension of life cycle concept andcomprehension of individual step in thelife cycle.

• Effectiveness of presentation• Creativity• Completeness• Research method and sources• Ability to work in a group

2. Ask the students if knowing more about aproduct’s life cycle might affect their decisionto buy the product. Discuss the choices wehave as consumers. (Refer to the Let’s GoEco-Shopping activity on page 39 for moreinformation.)

1. Compare the lifespan of various productsand how this relates to product life cycles.For example, compare the environmentalimpacts of various types of cameras (dispos-able vs. traditional film vs. digital) as theyrelate to product life cycles. Include a discus-sion of the advantages/disadvantages ofeach product option.

2. Using the same groups created for the mainactivity, create a graphic display of the cho-sen product’s life cycle.

a. Have each group of students create agraphic display of their step of the lifecycle. Encourage the students to be cre-ative but ask that each display indicatesmovement from one step of the life cycleto the next.

b. After each team gives their oral presenta-tion, have the class work together todisplay the final product in sequentialorder along the walls of the room, in thehallway, or a similar appropriate space.(The end result may look similar to TheLife Cycle of a CD or DVD poster whencompleted.)

45

Teacher Fact Sheet: Solid Waste..47

Teacher Fact Sheet: Hazardous

Waste . . . . . . . . . . . . . . . . . . . . 51

Beware of Mr. Yuk (Grades K-1) . . . . . 55

Trash Art (Grades K-3) . . . . . . . . . . . 59

Weigh Your Waste (Grades 4-6) . . . . . 63

Trash Time Travelers (Grades 4-6). . . . 67

(Hazardous) Waste Not (Grades 5-6). . 71

46 Unit 1, Chapter 1.3, Waste The Quest for Less

Sk

ills

Use

d*

Subje

cts C

ov

ered

Gra

de R

an

ge

Activ

ity

Na

me

K

1

2

3

4

5

6

Math

Science

Language Arts

Social Studies

Art

Health

Communication

Reading

Research

Computation


Problem Solving

Motor Skills

Beware of Mr. Yuk

Trash Art Weigh Your Waste

Trash TimeTravelers

(Hazardous)Waste Not

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔ ✔ ✔

✔✔

✔


✔

✔ ✔✔

✔✔

✔

✔

✔

✔

✔

✔

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✔


What Is Solid Waste?Everyone produces solid waste (otherwiseknown as trash or garbage), whether it is oldnewspapers, potato chip bags, shampoo bot-tles, cut grass, food scraps from the dinnertable, old appliances, or even the kitchen sink.Each person in the United States generates 4.4pounds (EPA, 2003) of solid waste each day,which is often collected by a municipality and isknown as mmuunniicciippaall ssoolliidd wwaassttee. This kind ofwaste primarily comes from people’s homes,but it also comes from some factories, busi-nesses, and schools.

As our population has grown, so has the num-ber of products we use and the total amount ofsolid waste we generate. Consequently, thecomposition of garbage continues to changewith more plastics, more office paper, and lessglass filling up trash cans around the country.The chart below illustrates the different compo-nents of municipal solid waste.

How Do We Manage Solid Waste?No single method can manage all our nation’sgarbage. The U.S. Environmental Protection

Agency (EPA) recommends the use of a ““wwaasstteemmaannaaggeemmeenntt hhiieerraarrcchhyy,”” which ranks methods ofwaste management in order of preference.Although mentioned briefly here, each method isexplained in separate fact sheets. Please refer tothese other fact sheets for more informationregarding the benefits, challenges, trends, andopportunities of each waste management system.EPA’s waste management hierarchy includes:

• Source Reduction. SSoouurrccee rreedduuccttiioonn, alsoknown as wwaassttee pprreevveennttiioonn, is the preferredmethod of waste management because thebest way to manage garbage is to prevent it in the first place. As the name implies, thismethod prevents waste at the source bydecreasing consumption and reusing products.For example, using a durable cloth lunch bagor reusing the same brown paper bag insteadof a new brown paper bag each day preventswaste. It also includes using nonhazardoussubstitutes as an alternative to toxic productsthat could end up in the waste stream. Forexample, using baking soda to clean kitchenand bathroom counters rather than a chemicaldetergent prevents the disposal of toxins.

47The Quest for Less Unit 1, Chapter 1.3, Waste

Solid Waste

KKeeyy PPooiinnttss

• Americans generate about 4.5 pounds

of garbage per person each day, which

amounts to more than 220 million tons

per year.

• EPA advocates a solid waste hierarchy,

organizing waste management options

in order of preference: source reduc-

tion, recycling and composting, and

combustion and landfilling.

• Facing a variety of challenges—from rising

waste generation rates and costs to

closing disposal facilities—community lead-

ers and businesses are devising ways to

prevent waste and increase efficiency.

Paper andCardboard:35.7% (81.9million tons)

Food Scraps: 11.4%(22.1 million tons)

Plastics: 11.1%(25.4 million tons)

Wood: 5.7% (13.2 million tons)

Metals: 7.9% (18.1 million tons)

Glass: 5.5% (12.6 million tons)

Other: 3.4% (4.2 million tons)

Municipal Solid Waste Composition

Source: EPA, 2003; Note: This chart represents waste generation before recycling.

Rubber, leather, and textiles:7.1% (16.3 million tons)

Yard Trimmings: 12.2%(27.7 million tons)


• Recycling, includingComposting. If waste can-not be prevented, the nextbest way to reduce the vol-ume of it that must bedisposed is to recycle orcompost it. RReeccyycclliinngg refersto a series of activitieswhere discarded materials

are collected, sorted, processed, convertedinto raw materials, and used to make newproducts. CCoommppoossttiinngg is the decompositionof organic materials such as yard trimmingsand food scraps by microorganisms. Thebyproduct of this process is compost—a soil-like material rich in nitrogen and carbon that

can be used as a plant fertilizersupplement. Both of these process-es use waste as a raw material tocreate new and valuable products.

• Disposal: Combustion andLandfills. Trash that cannot bereduced, recycled, or compostedmust be disposed of. CCoommbbuussttiioonnis the burning of waste in speciallydesigned facilities often calledincinerators. It reduces the bulk ofwaste, and some facilities providethe added benefit of energy recov-ery (““wwaassttee--ttoo--eenneerrggyy”” ffaacciilliittiieess).LLaannddffiillllss are also major compo-nents of waste management. Alandfill is a large area of land oran excavated site that receiveswaste. Combustion facilities and

landfills are subject to environmentalcontrols that require them to be properlymaintained so there is no waste run-off thatmight contaminate drinking water supplies.The portion of waste requiring combustionand land disposal can be significantlyreduced by reducing, reusing, or recycling—the “3 Rs” of solid waste management.

What Are the Benefits of Waste Management?It might seem hard to believe now, but peopleonce dumped trash out windows onto thestreets, left it in local ravines or quarries, orburned it in fields and open dumps. In fact,throughout time, people have made garbage“go away” in different ways, regardless of envi-ronmental or aesthetic impacts. As one canimagine, these activities created serious sanita-tion problems for a community. Open dumpsproduced noxious odors, attracted rodents andpests that spread disease, and polluted drinkingwater supplies.

Federal, state, and local laws now control howsolid waste is managed and disposed of. Theseregulations set standards for trash disposal. As aresult of regulations, many communities havestate-of-the-art landfills and combustion facilitiesthat minimize ground- and surface-water con-tamination and air pollution. At the same time,

Household Hazardous WasteLeftover household products that contain corrosive, toxic,ignitable, or reactive ingredients are considered ““hhoouusseehhoollddhhaazzaarrddoouuss wwaassttee..”” Examples of products that could becomehousehold hazardous waste include certain cleaning products,pesticides, motor oil, oil paints, adhesives, and batteries.

Unlike municipal solid waste, special care must be taken indisposing of household hazardous waste to minimize theimpact on human health and the environment.

The best ways to reduce the amound of household hazardouswaste being disposed of are to use up all of the products orshare them with someone else until they are used up or prop-erly recycle them.

If you are unsure of what to do with these products, contactyour local environmental or solid waste agency.

Solid Waste Hierarchy

The Quest for Less Unit 1, Chapter 1.3, Waste

they provide a safe and convenient way toremove trash from homes and neighborhoods.

Waste management can also create jobs andprovide an economic boost to some cities andcounties. Whether workers are collecting garbage,constructing disposal facilities, managing recyclingprograms, or developing new technologies, thewaste management industry employs hundreds ofthousands of people nationwide.

What Are the Challenges of SolidWaste Management?Despite the improvements that have been madeto solid waste landfills and combustion facilitiesover the years, the general public still does notwant to live near a disposal facility. With varyingpublic opinion and the Not in My Backyard(NNIIMMBBYY) mentality, community leaders often findit difficult to find new sites for waste manage-ment facilities.

Balancing all of the management options in thesolid waste hierarchy can be a major challenge.Many communities have invested resources inssoouurrccee rreedduuccttiioonn and recycling in an effort toreduce the amount of trash that must be land-filled or combusted. Yet reducing wasteultimately involves changing behaviors—purchasing environmentally friendly products

when possible, and participating in recyclingand composting programs.

What Are Some EmergingTrends?Communities continue to seek ways to reducewaste. One recent trend is to charge residents forgarbage collection services based on the amountof trash they throw away, known as ““PPaayy--AAss--YYoouu--TThhrrooww”” (PAYT). Bypaying for garbageservices in the sameway as electricity,water, and other utili-ties, residents have adirect incentive toreduce the amount oftrash they generateand to recycle more.


Visit the following Web sites for more information on municipal solid waste:

• U.S. Environmental Protection Agency (EPA): <www.epa.gov>

• U.S. EPA Office of Solid Waste site on municipal solid waste: <www.epa.gov/epaoswer/non-hw/muncpl/facts.htm>

• U.S. EPA Office of Solid Waste publications on household hazardous waste: <www.epa.gov/epaoswer/non-hw/muncpl/hhwpubs.htm>

To order the following additional documents on municipal solid waste, call EPA toll-free at (800) 490-9198 or look on the EPA Web site <www.epa.gov/epaoswer/osw/publicat.htm>.

• Characterization of Municipal Solid Waste in the United States

• Sites for our Solid Waste: A Guidebook for Public Involvement (EPA530-SW-90-019)


HHW Facts• The average home may have up to 100

pounds of household hazardous waste storedthroughout the house.

• Americans generate 1.6 million tons ofhousehold hazardous waste each year.

49


What Is Hazardous Waste?Many of the appliances, products, and materialsused in everyday life are manufactured usingprocesses that create hhaazzaarrddoouuss wwaassttee. From thepaint on your walls, to the components of yourcar, to the shingles on your house, it is likely thatwhen these products were made, some haz-ardous waste was generated. Hazardous wastesare substances that exhibit one or more of thefollowing characteristics:

• TTooxxiicciittyy—harmful or fatal when ingested orabsorbed.

• IIggnniittaabbiilliittyy—creates fire under certain condi-tions or spontaneously combusts.

• CCoorrrroossiivviittyy—contains acids or bases that cancorrode metal.

• RReeaaccttiivviittyy—is unstable under “normal” condi-tions and can cause explosions, toxic fumes, orvapors when mixed with water.

Hazardous waste is created by a variety of different industries, such as petroleum refiningand pesticide, chemical, ink, paint, and papermanufacturing. It also is created by the activitiesof certain smaller businesses found in manycommunities, such as dry cleaners, vehiclemaintenance shops, vocational schools, andphotoprocessing stores. In addition, hazardouswaste is created when businesses or facilitiesdispose of certain unused products.

Hazardous waste is an inevitable product of athriving industrial society. It is important to beaware that the choices consumers make whenselecting products, services, and materials havehidden environmental effects. Consumers alsoshould realize that the management of hazardouswaste is regulated by law and that facilities thatproduce, transport, or dispose of it must followvery specific rules to minimize environmental andhuman health problems. The primary law that

governs the proper management of hazardouswaste is known as the RReessoouurrccee CCoonnvveerrssaattiioonnaanndd RReeccoovveerryy AAcctt ((RRCCRRAA)).

How Do We Manage HazardousWaste?The RCRA regulations cover all aspects of haz-ardous waste—from the time it is generated at afactory or plant until the time it is discarded.This is known as “cradle to grave.” This regu-latory system includes many detailed rules thatrequire hazardous waste to be tracked as it

Hazardous Waste

KKeeyy PPooiinnttss

• Hazardous waste can be produced in

the manufacturing process of many

common products people use every day,

as well as many common services.

• To protect human health and the envi-

ronment, hazardous waste is regulated

from the time it is produced to the time

it is disposed of.


moves from place to place; one of the rulesrequires the use of a tracking paper known as a“manifest.” This paper must travel with the wastewherever it goes (e.g., wherever it is stored,shipped, recycled, or disposed of).

Depending on how much waste a facility gener-ates, it is regulated differently; bigger facilitiesthat produce a large amount of hazardouswaste each month have more rules than thosethat produce a small amount of waste.

After a company or factory generates hazardouswaste, the waste must be packaged and labeledin special containers, and it must be transported

by a regulated hazardous transportation compa-ny in special packages with specific labels.These trucks often can be identified on the high-way by multicolored placards and symbols thatindicate the type of hazardous waste they carry.The Department of Transportation is responsiblefor regulating these trucks.

Hazardous waste is usually transported to a facil-ity that treats, stores, and/or disposes of it. Mosthazardous waste must be specially treated withcertain processes to alter its hazardous composi-tion before it can safely be recovered, reused, ordisposed of. Sometimes waste is stored tem-porarily in a regulated unit. When the waste is

"Hazardous Waste" Versus "Household Hazardous Waste"""HHaazzaarrddoouuss wwaassttee"" is regulated by EPA. Businesses, institutions, or other facilities (sometimes includingschools) that generate it must comply with certain rules regarding generation, management, trans-portation, and disposal.

When individuals dispose of household products from their home that contain hazardous ingredients,such as pesticides, cleaners, batteries, or used oil, they create what is known as hhoouusseehhoolldd hhaazzaarrddoouusswwaassttee. Individuals usually produce much less hazardous waste than businesses and other facilities,and they are not regulated by EPA. Even so, many communities require or prefer that household haz-ardous waste is handled separately from the regular garbage to prevent any potential risks to theenvironment or human health.

When disposing of household hazardous waste from your home, remember the following:

• Sharing leftover household products is a great way for people to use all of a product and avoiddisposal. If you cannot share or donate leftover products, check with your local environmental orsolid waste agency to see if your community has a facility that collects household hazardouswastes year-round or offers opportunities for exchanging products with other residents.

• If your community doesn't have a collection program for household hazardous waste, contact yourlocal environmental or solid waste agency to see if there are any designated days in your area forcollecting these materials. On such days, qualified professionals collect household hazardouswaste at a central location to ensure safe management and disposal.

• If your community has neither a permanent collection site nor a special collection day, you mightbe able to drop off certain products, such as batteries, paint, or automotive supplies, at localbusinesses for recycling or proper disposal. Call your local environmental or solid waste agency orChamber of Commerce for information.

• Some communities allow disposal of household hazardous waste in trash as a last resort. Callyour local environmental or solid waste agency for instructions on proper disposal. Be sure to readthe product label for disposal directions to reduce the risk of products exploding, igniting, leaking,mixing with other chemicals, or posing other hazards on the way to a disposal facility. Even emptycontainers of household hazardous waste can pose hazards due to residue.


ultimately disposed of, it is transported either toa landfill or special combustion facility (seeTeacher Fact Sheets titled Landfills on page 165and Combustion on page 169). Combustionfacilities must take special precautions to preventair pollution, and they must ensure that onlyappropriate wastes are burned.

Sometimes hazardous waste is transported toa facility that recycles hazardous waste.Certain hazardous wastes can be recycled andused again. For example, many solvents canbe recovered, some metals can be reclaimed,and certain fuels can be re-blended.Hazardous waste recycling is regulated underRCRA to ensure the protection of humanhealth and the environment.

To keep track of all of the facilities that treat,store, or dispose of hazardous waste and ensurethat they follow the rules, EPA and many stateshave a permitting system. Each company mustobtain a permit, which tells companies whatthey are allowed and not allowed to do.Inspectors check these facilities regularly byreviewing company records, observing operatingprocedures, and sometimes collecting haz-ardous waste samples. For further trackingpurposes, EPA also requires all companies thatgenerate hazardous waste to register and obtainan EPA identification number.

What Are the Benefits ofHazardous Waste Management?Before RCRA took effect in 1970, companiescould—and did—dispose of hazardous waste inrivers, streams, and other inappropriate places.By enforcing strict rules about the way waste ishandled, EPA and other agencies can bettercontrol the effects of hazardous waste on theenvironment and human health. These controls,while not always perfect, allow the industrialproduction on which we all depend to continuein as safe a manner as possible.

In addition, EPA has made waste minimizationpractices and pollution prevention activities keyrequirements for companies that produce haz-ardous waste. Any company that creates a

certain amount of hazardous waste eachmonth must sign a statement indicating that ithas a program in place to reduce both theamount and toxicity of its hazardous waste.These companies also must indicate that theyhave chosen a method of hazardous wastetreatment, storage, or disposal that minimizesthe present and future threat to human healthand the environment.

It can be difficult for individuals to identify com-panies that have taken substantial measures tominimize hazardous waste and prevent pollu-tion, and thus, it is not always possible to lendsupport for these activities by patronizing thosecompanies. When information of this sort isavailable, however, consumer demand canmake a difference.

Hazardous Waste Facts• In 2001, companies produced 40.8

million tons of hazardous waste.

• Nearly 20,000 large facilities generatedhazardous waste in 2001.

• Many hazardous wastes can be generatedin schools, such as solvents from cleaning,chemicals from chemistry labs, fluorescentlight bulbs, computer monitors, and chemi-cal residues from woodshops.

(Source: EPA National Biennial RCRA HazardousWaste Report [2001 Data])


What Are the Challenges ofHazardous Waste Management?Just as people and communities generally donot want municipal solid waste facilities in theirneighborhoods, they often do not want haz-ardous waste facilities near their homes andschools (the NIMBY mentality). When new haz-ardous waste generation or treatment facilitiesare sited near communities, the public canbecome involved in the process, but it can be achallenge for companies and communities toachieve mutually acceptable solutions.

The RCRA regulations allow the public to havean opportunity to participate in decisions abouthazardous waste management. Through publicmeetings and other open forums, people canexpress their concerns about a new facility.


Visit the following Web sites for more information on hazardous waste:

• U.S. Environmental Protection Agency (EPA): <www.epa.gov>• U.S. EPA Office of Solid Waste site on hazardous waste:

<www.epa.gov/epaoswer/osw/hazwaste.htm>

To order the following additional documents on hazardous waste, call EPA toll-free at (800) 490-9198or look on the EPA Web site <www.epa.gov/epaoswer/osw/publicat.htm>.

• The RCRA Public Participation Manual (EPA530-R-96-007)• RCRA Orientation Manual: 1998 Edition (EPA530-R-98-004)• RCRA: Reducing Risk From Waste (EPA530-K-97-004)


Grades K-1

Step 1: Put an enlarged picture of Mr. Yukon the blackboard and ask students if they’veseen it before. Elicit from students how theywould describe Mr. Yuk.

Step 2: Tell the students they will be given adrawing of a house. In the picture are manyproducts commonly found in homes, and theywill have to find the ones with a Mr. Yuk faceon them. Explain that if they were to find areal product in their real home with a Mr. Yukface on it, they should not touch it; theyshould tell an adult about it. Ask them whereMr. Yuk products are sometimes located in ahome (e.g., kitchen, bathroom, garage).

Step 3: Distribute crayons and worksheetsto students and ask them to color only the Mr.Yuk stickers on the products they see. Studentscan work individually or in groups.

Step 4: After coloring the Mr. Yuk stickers,students can color the entire scene.

BBeewwaarree ooff MMrr.. YYuukk!!

To teach students to recognize the “Mr. Yuk” symbol; tohelp students understand that this symbol designateshazardous household products that should not be han-dled by children without adult supervision and withoutreading labels properly.

Students will identify Mr. Yuk stickers in the hidden picture and color them in bright green to signify hazard/poison.

• One copy of the Beware of Mr. Yuk worksheet perstudent

• One red or green crayon for each student(Preferably from the fluorescent color box)


ProductPoisonDanger

30 minutes

art

health

Mr. Yuk StickersTeachers who wish to promote the use of Mr.Yuk stickers at home could consider sending anote to parents indicating where stickers canbe obtained. Most local poison control centershave Mr. Yuk stickers available.


1. Collect the Beware of Mr. Yuk worksheetsand assess whether students correctly identi-fied products labeled with Mr. Yuk.

2. Ask students what they would do if theyfound a Mr. Yuk sticker in their homes.

3. Ask students why certain products get labeledwith Mr. Yuk stickers.

1. Conduct a role-playing game by putting aMr. Yuk sticker on an empty product contain-er and asking students to pretend they comeupon it in their homes. Have one or morestudents pretend that they are parents andare telling the “kids” about the Mr. Yuk stick-er and its importance.

2. Ask students to draw places in their homeswhere Mr. Yuk products might be found(kitchen, bathroom, garage, etc.)

Mr. Yuk is reprinted with permission, Children’s Hospital of

Pittsburgh, Pittsburgh, PA.


Beware of Mr. Yuk

Name:

______________________________________


Grades K-3

Step 1: Photocopy and send students homewith the Parents’ Note, which asks them tohelp the students collect two pieces of “clean”garbage for class the next day.

Step 2: Lead students in a discussion ofwhat garbage is and where it comes from. Askthem if they know how to identify garbage.

Step 3: Lay a tarp on the floor and havethe students sit in a circle around it. Ask them

to spread out their pieces of garbage on thetarp. Go around the room and ask each stu-dent to describe what kind of garbage theybrought in. Explore how students knew theitem was garbage and what its purpose wasbefore it became garbage. Encourage the stu-dents to compare and contrast the shapes,colors, and sizes of the garbage on the tarp.

Step 4: Divide the class into pairs and distrib-ute a magazine and scissors to each pair(teachers should use their judgement about theuse of scissors for younger students). Tell the stu-

TTrraasshh AArrtt

To encourage students to think about what kinds ofmaterials they throw away.

Students will create a trash mural from collected piecesof home garbage and images of disposable items frommagazines.

• One copy of Parents’ Note for each student• One tarp or drop cloth• 10 to 12 magazines (with lots of everyday product

advertisements)• “Clean” garbage (brought in by students)• Art supplies (enough for class):

— Three to four sheets of colored constructionpaper per student

— Glue— Tape— Scissors— Markers or crayons— Glitter


WasteProduct

1 hour

art

social studies


dents to look for pictures of objects or productsthat are only used once and then thrown away.Ask the students to cut out as many of theseobjects as they can. Go around the room to dis-cuss what pictures were chosen and why.

Step 5: Distribute the rest of the art supplies.The art exercise for this activity can be conduct-ed in many different ways; below are a fewage-specific suggestions:

For younger students:

• Instruct students to use their magazine pic-tures and trash objects to make a collage bygluing them onto the construction paper.Help all of the students tape their construc-tion paper up on the classroom wall to forma colorful trash mural.

• Have students organize their trash in terms ofcolor or size. Help students decide where eachpiece of garbage should go on the mural sothat alike items are grouped together.

For older students:

• Have students make a trash rainbow byorganizing the trash into rainbow colors.Students could draw the outline of the rain-bow on the paper first, then paste their trashin the appropriate color band on the mural.

• Have students design a 3-D trash sculpture.Ask them to think about the color and shapeof each trash item before gluing it onto thesculpture.

• Have students organize the trash by the purpose it had during its useful life. Forexample: was it a product or packaging fora product? A cleaning product, food prod-uct, or hair product? Ask students to writedown category names on the mural and thenpaste their trash in the appropriate spot.

1. Ask students to name three different items thatthey or their family members often throw away.

2. Have the students guess how many pieces oftrash are on the class trash mural. Discusswith students that the mural is just a smallamount of what gets thrown away every dayin the world.

3. Ask students what purpose the trash servedduring its useful life. Ask them what it wasbefore it became trash.

1. Conduct a followup activity on what happensto garbage after it’s thrown in the trash can.This resource offers the following activities:Luscious Layered Landfill on page 173 (foryounger students) or A Landfill Is No Dump!on page 177 (for older students).

2. Take a field trip to a waste disposal site (alandfill or incinerator) to find out wherewaste goes. See the Teacher Fact Sheetstitled Landfills on page 165 and Combustionon page 169 for background information.

3. For grades 2-3, enrich the activities by doingthe following:

• After students have brought in pieces oftrash, ask them to separate the items into thefollowing categories: paper, metal, food,glass, plastic. Discuss whether these itemsneed to be thrown away or whether they canbe reused or recycled.

• Have students determine how much of eachcategory of trash items they have collected.Draw a trash can on the chalkboard andhave students come up and use a differentcolor piece of chalk to make hash marks (inthe "trash can") for each type of trash itemcollected.

61

Parents’ Note

Dear Parent,

Tomorrow we are undertaking an environmental education activity tolearn more about how much garbage we create and what we do with it. Ihave asked each student to bring in two pieces of “clean” garbage for ourtrash mural. In the interest of safety and sanitation, I would appreciate yourassistance in helping your child pick out two garbage items that are manage-able in size and “clean” (no glass, jagged metal, food, or wet items). Goodexamples of “clean” garbage include: a cereal box, empty soda can, paper, plasticbag, wrapping, packaging, plastic juice bottle, etc.

Thanks for your help!

✁

✁

Parents’ Note

Dear Parent,



Parents’ Note

Dear Parent,




Grades 4-6

Step 1: Photocopy and distribute copies ofthe My Trash Journal worksheet to each stu-dent. Refer to the Teacher Fact Sheet titledWastes for background information.

Step 2: Distribute one garbage bag, onetwist tie, and one note card to each student.Tell students to take the trash bag to classesfor 1 week (5 days), using it to collect all ofthe “dry” garbage they throw away at school.Instruct students to include all of their usedcontainers, paper waste, and packaging, butnot to include food waste or any other type of“wet” trash that might decompose or beunsanitary. For safety reasons, instruct studentsnot to collect glass items either.

Step 3: Have the students put their nameson the note cards and tape them to the twistties (or use a hole-punch). Then have studentsuse the twist ties to close their garbage bags.Explain that at the end of each day, studentswill bring their garbage bags back to theclassroom and store them overnight in a des-ignated spot (show them the location). Thename tags will allow them to pick out theirtrash bag the next morning.

Step 4: At the end of the week, ask the stu-dents to predict how much their individual pilesweigh. Ask them to predict how much the totalpile of garbage for the whole class would weigh.Write some of these predictions on the board.

WWeeiigghh YYoouurr WWaassttee!!

To increase students’ awareness of the amount of wastethey generate and the implication of that waste.

Students will collect, weigh, record, and analyze theamount of trash they generate in the course of a week.

• One trash bag per student• One twist tie garbage bag fastener for each student• One 3- by 5-inch note card per student• One plastic tarp• One set of gloves per student• One scale• One copy of My Trash Journal for each student• Clear tape

1 to 2 hours, with period-ic discussions over thecourse of a week

math

social studies

ComputationObservation/classificationProblem solving

WastePer capita


Step 5: Bring in a tarp and spread it on thefloor. Have each student spread the contents ofhis or her personal trash bag on the tarp. Havethe students put on gloves and sort their individ-ual piles of garbage into as many categories aspossible: plastics, aluminum, paper, steel, andmixed materials (those that fit into more thanone category). Have them record the contents oftheir garbage piles using the My Trash Journalworksheet.

Step 6: Have students weigh their individualpiles of garbage on a scale and record theamounts on the chalkboard.

Step 7: Ask a student to total the weights ofeach individual pile of garbage and put thisnumber on the chalkboard. Determine the aver-age weight of trash generated per student perday. Compare these weights to the students’predictions.

Step 8: Write the national average of wastegeneration on the board: 4.3 pounds per per-son per day.

Ask the students to determine the following:

• How much waste did the class generate perday on average? Is this higher or lower thanthe national average?

• If each person in your community (popula-tion_____) throws away ___ pounds (use thestudents’ average calculated above) ofgarbage each day, how many total poundsof garbage are thrown away each day inyour community?

• How many tons is this? (To help children graspthe concept of a ton [2,000 pounds] youmight want to ask them how many tons somefamiliar objects weigh, for example, an aver-age 4-door compact car weighs about a ton.)

1. Ask the students why they think they generateso much trash. Is it more or less than theyanticipated?

2. Ask the students if they were surprised at howmuch trash they generated. Where does allof this waste go every day? (See the TeacherFact Sheet titled Landfills on page 165 forbackground information.) Why should wecare how much we throw away?

3. Ask students to look at their waste generationcharts and think of ways they could havereduced the amount of garbage generatedthis week. (Could any items have been recy-cled or reused? What about using less in thefirst place? For example, bringing a reusablecloth lunch bag instead of a paper lunch bageach day.) Refer to the Teacher Fact Sheetstitled Source Reduction on page 79, Recyclingon page 101, and Composting on page 141for background information.

1. Have students identify the categories ofmaterials they generally throw away or recy-cle. Make a list of common items on theboard (recyclable and nonrecyclable). Askstudents how much less waste they wouldhave generated if they recycled instead ofdiscarded all of the recyclable materials theyused this week.

2. Have a student contact your state or munici-pal solid waste manager to find out aboutyour community’s trash generation rate. Howdoes it compare to other communities inyour county or state? Discuss the results andreasons behind them with your students.

3. Have students record the amount of wastetheir families generate at home in 1 week (anote to parents explaining the assignmentmight help). Suggest students weigh eachbag of trash generated on a bathroom scale.

Have students write a commer-

cial “jingle” asking people to

reduce the amount of waste

they generate.


Students should keep a log of these weights.At the end of the week, have students com-pare their data with classmates.

4. Either in class or as a homework assignment,ask the students to create graphs and chartsof their data from class and home wastegeneration. The graphs might include:

• A pie chart of the number of pounds for each material measured for each individual.

• After pairing up with a partner and com-paring notes, a bar graph of the numberof pounds of each material for the twostudents.

• A bar graph and/or pie chart showing theamount of total materials collected thatwere recyclable versus not recyclable inyour community.

Discuss with students which materials weregenerated more than others and whethermore recyclable or nonrecyclable materialswere generated.

5. Take a field trip to a landfill or combustionfacility so students can see what happens totheir trash.

6. Partner with a local business to calculate howmuch waste the company generates in agiven day by conducting an audit of thepaper waste (or other dry waste) generated.

7. Get permission for your class to sort throughthe school dumpster on a given day (withappropriate safety equipment such as glovesand goggles) to weigh its amount and deter-mine how much useful or recyclable materialis thrown out.


My Trash JournalName:

______________________________

What Material Category Does itWhat Did I Throw Away? Belong In? (Paper, Glass, My Ideas for Using Less, Reusing, or Recycling this Item

Aluminum, Steel, Plastic)

Example:1 soda bottle Glass I could recycle this in bins outside my school.

Example:5 lunch bags Paper I could use a cloth lunch bag each day instead of using paper.

Total weight of my garbage for one week = [calculated in class]

Weight ofrecyclables = [calculated in class]

Weight of nonrecyclables =[calculated in class]

Total weight of my garbage per day = [calculated in class]

Total weight of class garbage for one week = [calculated in class]

Average amount of waste generated per student per day in our class = [calculated in class]


Grades 4-6

Step 1: Photocopy and distribute the RubbishReporter worksheets to each student. Conductan introductory discussion touching on the fol-lowing topics (refer to the Teacher Fact Sheettitled Solid Waste on page 47 for backgroundinformation):

• Discuss what the common components ofour trash are today—list them on the board.

• Ask students to think about how this listmight differ from the trash list of a settler incolonial times, a farmer during the GreatDepression, or a grandparent who livedthrough World War II.

• Discuss how trash is disposed of today andask students how they think people of othertime periods disposed of trash.

Step 2: Inform students that they are now“Rubbish Reporters.” Their assignment is towrite a story about how different lifestyles indifferent historical periods affected the gener-ation and handling of trash.

Step 3: Have students take the RubbishReporter worksheet home and use it to inter-view at least two elderly family or communitymembers. Give students 2 or 3 days to com-plete this assignment.

Step 4: Have students bring in their com-pleted Rubbish Reporter worksheets and pickone of their interviewees to focus on. As an in-class assignment, have the students use theircompleted worksheets to write a short para-graph or “article” about what their intervieweethought of “trash,” how they disposed of trash,and how those ideas and practices might dif-fer from ours today. Instruct students to mark

TTrraasshh TTiimmee TTrraavveelleerrss

To teach students how lifestyles change over time andhow these changes alter the production and manage-ment of waste.

Students will interview adults, either at home or in thecommunity, to find out what people considered trashyears ago and how that trash was handled.

• One copy of the Rubbish Reporter worksheet per student• Brightly colored markers (one per student)• One ball of string or twine• One hole-punch• One roll of masking tape

CommunicationResearch

LandfillRecycleReuseCombustion

(this list will vary for eachstudent’s interview)

2 hours over two classperiods

languagearts

social studies


(in the left-hand corner of the page) the year (oryears) that their interviewee remembered orreferred to during the interview.

Step 5: Go around the room and have eachstudent stand up and read his or her article outloud to the class. Discuss the issues, such astime period, geographical location, trash dispos-al, and recycling, that are raised in each article.

Step 6: After discussing each article, havethe students determine its one aspect of trashdisposal or management that is most unique.(For example, someone may have saved allmetal for recycling during WW II or burnedhis/her own trash on a farm each day, etc.)Have the student write this one aspect with acolored marker at the top of his/her article.

Step 7: Collect all of the articles and spreadthem out on the floor. Have the students helpyou organize them in a time line according tothe years marked in the upper left-hand cornerof the pages.

Step 8: Using the hole-punch, put holes inthe tops of each article and connect them usingthe string. Hang your “Trash Time line” some-where in the classroom or school.

1. Collect all of the students’ Rubbish Reporterworksheets and articles and evaluate themfor completeness, comprehension, and content.

2. Ask students to offer an explanation of whytrash and its management differs for eachgeneration. Ask them to predict what trashwill be like in the future and what people willdo with trash 100 years from now.

3. Have students list four ways in which trashmanagement in the past differs from trashmanagement today.

1. If there are one or two very interesting orunique trash stories that students bring in,ask those interviewees to come in and speakto the class more extensively about their rec-ollections. Have students prepare questionsin advance to ask the guest speaker.

2. Using the different time periods or locationsthat surface during the students’ interviews,pick one or two for an in-depth history andsocial studies lesson. Have students explorethe setting of the time period, learn aboutthe political and social events of that time,and investigate how these might have affect-ed trash and its disposal.

Ask students to pretend that they

are each of the following charac-

ters: a pilgrim living in the 1500s, a

professional (business person) living

in the city today, and a grizzly bear

living today in Yellowstone National

Park. Have students write about

what kinds of trash they generate

as each of these characters. Ask

them which character they think is

most wasteful and why.

The Rubbish Reporter

Rubbish Reporter’s name:

_______________________________________________Interviewee’s name:

_______________________________________________What time period(s) does your interview cover?

_______________________________________________What geographical location?

_______________________________________________

1. What time period are you going to talk about? Howold were you then? What was your occupation (if youwere old enough)?

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

3. What did you consider trash when youwere younger? What kinds of things didyou throw out?

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

GGeenneerraall AAssssiiggnnmmeenntt:: Ask your interviewee to pick a time in his/her past that is easy to recall in detail.Ask the interviewee to remember what he/she considered trash at that time (what was thrown out), howthat trash was disposed of, where it was disposed of, and how all of these characteristics compare withtoday’s ideas about trash and methods for handling trash.

Interview Questions

69

Name:

______________________________

4. How was your trash handled? Was itpicked up, sent to a landfill, burned? Who provided this service?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

2. What were the most importantpolitical and social events during thetime period you are remembering?

_________________________________

________________________________

_______________________________

______________________________

___________________________

________________________

70

6. Name some products that youuse today that were not availableto you then.

____________________________

____________________________

____________________________

____________________________

____________________________

9. Do you think we are morewasteful as a society today?

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

Interview Questions (continued)

7. What were many of your products (suchas toys, food containers, or appliances) made

of during this time period? Did you have a lot ofplastic products? Glass? Metal? How were they

packaged?

___________________________________________

____________________________________________

___________________________________________

__________________________________________

_________________________________________

_______________________________________

_________________________________

5. Did you reuse or repair items? What kinds of itemsdid you reuse? Did you recycle? What did you recy-cle? What were recyclables made into or used for?

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

8. What was your attitude toward trash then? Has it changed now?

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Rubbish Reporter: Can youthink of any more questions

to ask?

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________


Grades 5-6

Step 1: Discuss with the class how groundwater is a major source of drinking water foras much as half of the U.S. population.Provide each student with the What’s Goingon Underground diagram and discuss howground water forms, exists, and can beextracted. Review the vocabulary words anddefinitions provided on the diagram. Explainthat it would be very easy to contaminateground water if hazardous waste were simplydumped on the ground and absorbed by thesoil. Define and discuss hazardous waste.(Refer to the Teacher Fact Sheet titledHazardous Waste on page 51 for backgroundinformation.)

Step 2: Place the containers of pebbles,sand, and bucket of water with the ladle on atable in the classroom where each student canaccess them.

Step 3: Pass out a plastic cup to each stu-dent. Ask the students to fill their cups half full

((HHaazzaarrddoouuss)) WWaassttee NNoott

To show students what could happen to ground water ifhazardous waste were not regulated.

Students will create an aquifer and demonstrate howhazardous waste could seep into ground water.

• Clear plastic cup for each student• What’s Going on Underground diagram for each

student• Molding clay (enough for each student to have a

½-inch by ½-inch square)• One-quart container filled with sand• Container of small pebbles (enough for a ½ cup

for each student)• Bucket of water and ladle• Red food coloring

ReadingObservation/classificationMotor skills

AquiferHazardous wasteByproductRegulationGround waterSaturated zonePorousWater tableSurface water

1 hour

SocialStudies

Science

RCRA and Hazardous WasteIn 1976, Congress passed the ResourceConservation and Recovery Act (RCRA)to protect human health and the envi-ronment from the potential hazards ofwaste disposal. RCRA establishes a reg-ulatory system for managing hazardouswaste from generation until ultimate dis-posal ("cradle to grave").


of small pebbles. In addition, give each studenta ½-inch by ½-inch piece of the molding clay.Ask the students to dump the pebbles on theirdesk and keep them there temporarily.

Step 4: Ask each student to go to the sandcontainer and scoop enough so that there isabout 1/4-inch on the bottom of their cups.After they add the sand, ask them to ladle justenough water into the cup so that it is absorbedby the sand. Discuss how the water is still in thecup, but that it is being stored in the “ground.”

Step 5: Have each student flatten their clay inthe shape of the cup bottom and then place itover the sand. Fasten the clay to one side of thecup, but leave an opening on the other side.

Step 6: Ask each student to place their pile ofpebbles into the cup, on top of the clay. Theycan place the pebbles so that they lay flat orform hills and valleys.

Step 7: Ask the students to add a ladle full ofwater to their “aquifers.” Students that formedhills and valleys with their pebbles will see thatthey have surface water in addition to groundwater, depending on how much water theyadded to their cups. Discuss how both surfaceand ground water can be sources of drinkingwater and that some parts of the ground aremore porous than others (e.g., water slips moreeasily through the pebbles than the clay).

Step 8: Tell the students to imagine that thereis a factory that produces “widgets” near theiraquifer. In the course of producing widgets, thefactory produces a hazardous waste byproduct.Ask students to imagine that hazardous wasteregulations do not exist and that the factory isallowed to dump its hazardous waste on theground outside, which is also an aquifer.

Step 9: Pass the food coloring around theroom so that each student can add a few dropsto their aquifers. Explain that the food coloringrepresents hazardous waste that is beingdumped illegally. Ask the students to watch thepath of the food coloring.

Step 10: Discuss how easy it is to polluteand contaminate the ground water. Explain thatthis is why the government has created verydetailed laws about how companies must dealwith their hazardous waste.

Ask students to prepare questions

and answers representing an inter-

view with an animal, tree, flower, or

other member of nature. Students

should think about how elements in

nature would “feel” about haz-

ardous waste contamination in the

environment. Have them pretend they

are reporters trying to discover

how hazardous waste can affect

the natural environment.

Ground Water ContaminationGround water contamination can occurwhen liquids (usually rainwater) movethrough waste disposal sites, carrying pollu-tants with them, and into the ground water.RCRA regulations require ground watermonitoring, which detects early signs ofcontaminants leaching from hazardouswaste facilities.


1. Ask students to explain how activities abovethe ground can affect the water under-ground.

2. Have students tell you why hazardous wasteis regulated.

1. Draw a map of your community or regionincluding all the waterways. Add a localsource of potential hazardous waste pollutionto the map and trace the path its waste wouldtake if it were not regulated. (See the sidebarfor examples of local hazardous waste gener-ators.) Discuss how streams and creeks feedinto larger bodies of water and how pollutionat a small, local stream can result in pollutionin rivers, lakes, bays, and/or oceans. Thisactivity can be used to teach or review theconcept of “bird’s-eye” view, the differenttypes of maps, and the use of legends andsymbols.

2. Using papier maché or modeling clay andwater-based paints, develop a relief map ofthe community or region including all water-ways. To physically show how hazardouswaste can travel through all waterways, put afew drops of food coloring on one end ofthe map. Tilt the structure, if necessary, andwatch the food coloring travel.

3. Elicit what would happen to our waterways ifthey became contaminated by hazardouswaste. How would people and ecosystemsbe affected?

Examples of Local HazardousWaste GeneratorsDry cleanersPrint shopsVehicle maintenance shopsPhotoprocessing stores


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Source Reduction, Recycling, Composting,Landfilling, or Combustion

In this unit, teachers and students will learn the basics of the commonsolid waste management options used in the United States today. Theywill learn how to prevent waste before it is even created (known assource reduction), the mechanics and benefits of recycling and buyingrecycled products, how to make and use compost, and the realities ofwaste disposal through landfilling and combustion. By learning that trashdoesn’t just “go away,” students will gain an appreciation for how theireveryday actions and decisions affect the environment.

Waste

Management

UN

IT

2

75

Sou

rce R

ed

uct

ion

Recy

clin

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om

post

ing

Lan

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llin

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nd

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77

Teacher Fact Sheet:

Source Reduction . . . . . . . . . . 79

Discovering Nature’s Packaging

(Grades K-1) . . . . . . . . . . . . . . . . 83

Reuse: Not Just for the Birds

(Grades K-4) . . . . . . . . . . . . . . . . 85

Source Reduction Roundup

(Grades 3-6) . . . . . . . . . . . . . . . . 87

Ecological Picnic (Grades 3-4) . . . . 91

How Much Lunch Is Left Over?

(Grades 5-6) . . . . . . . . . . . . . . . . 95

78 Unit 2, Chapter 2.1, Source Reduction The Quest for Less

Sk

ills

Use

d*

Subje

cts C

ov

ered

Gra

de R

an

ge

Activ

ity

Na

me

K

1

2

3

4

5

6

Math

Science

Language Arts

Social Studies

Art

Health

Communication

Reading

Research

Computation


Problem Solving

Motor Skills

DiscoveringNature’sPackaging

Reuse: Not Justfor the Birds

SourceReductionRoundup

Ecological Picnic How MuchLunch Is LeftOver?

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79The Quest for Less Unit 2, Chapter 2.1, Source Reduction

What Is Source Reduction?Americans crave convenience—but at whatcost? American households have more discretionary income than most householdsworldwide, spending more on products that cre-ate more waste. Over the last 40 years, theamount of waste each person creates hasalmost doubled from 2.7 to 4.4 pounds per day(that is 1,606 pounds per person per year!)(EPA, 2003). Though reusing, recycling, andcomposting are all important methods of reduc-ing the amount of waste produced, the mosteffective way to stop this trend is by preventingthe production of materials that could becomewaste.

SSoouurrccee rreedduuccttiioonn, also known as wwaassttee pprreevveenn--ttiioonn,, is the practice of designing, manufacturing,purchasing, or using materials (such as productsand packaging) in ways that reduce the amountor toxicity of waste. Source reduction can helpreduce waste disposal and handling costsbecause it avoids the costs of rreeccyycclliinngg, munici-pal ccoommppoossttiinngg, llaannddffiilllliinngg, and ccoommbbuussttiioonn. It also conserves nnaattuurraall rreessoouurrcceess and reducesppoolllluuttiioonn. In 2000, Americans source reduced(prevented) 55.1 million tons of solid waste (EPA, 2003)

Preventing waste before it is generated is a common-sense way to save financial and natu-ral resources, as well as reduce pollution. Thatis why EPA encourages consumers, businesses,and governments to make source reduction theirfirst priority in waste management practices. Forwaste that cannot be prevented, recycling andcomposting are the next best choices. (See theTeacher Fact Sheet titled Recycling on page 101for more information on recycling.)

Waste is generated throughout the life cycle of a product—from extracting raw materials, totransporting materials, to processing and manu-facturing goods, to using and disposing ofproducts. Manufacturers that reuse materials in

the production process or that use less materialto manufacture products can decrease wastedramatically. Other ways that manufacturerspractice source reduction include:

• Reduce the amount of packaging in themanufacture of items.

• Reduce the amount of toxic components in aproduct or use smaller quantities of itemswith high toxicity.

• Reuse parts in the manufacture of a product.

• Redesign products to make them more modular. This allows broken or unusablecomponents to be replaced rather than discarding the entire item.

Source Reduction

KKeeyy PPooiinnttss

• Source reduction, also known as waste

prevention, means reducing waste at

the source. It can take many different

forms, including reusing or donating

items, buying in bulk, reducing packaging,

redesigning products, and reducing

toxicity.

• Source reduction also is important in

manufacturing. Lightweighting of pack-

aging, reuse, and remanufacturing are

all becoming more popular business

trends. Purchasing products that incor-

porate these features supports source

reduction.

• Source reduction can save natural

resources, reduce pollution, reduce the

toxicity of our waste, and save money

for consumers and businesses alike.

• Incorporating source reduction into

daily practices can require some chal-

lenging but worthwhile lifestyle changes.


In addition to reducing theamount of materials in thesolid waste stream, reduc-ing waste toxicity byselecting nonhazardous orless hazardous materialsfor manufacturing isanother important compo-nent of source reduction.Using less hazardous alter-natives for certain items

(e.g., cleaning products, pesticides), sharing prod-ucts that contain hazardous chemicals instead ofthrowing out leftovers, reading label directionscarefully, and using the smallest amount of achemical necessary are some ways to reducewaste toxicity. (See the Teacher Fact Sheets titledSolid Waste on page 47 and Hazardous Waste onpage 51 for information on safe household haz-ardous waste practices.)

Source reduction is a challenge requiring cre-ativity and ingenuity, but devising ways toprevent waste can be very satisfying and evenfun! There are many ways consumers can prac-tice source reduction. Here are just a fewexamples:

• Choose products that do not use excessive packaging.

• Buy remanufactured or used items.

• Buy items in bulk rather than multiple, smaller packages todecrease the amount of packag-ing waste created.

• Maintain and repair durableitems.

• Reuse bags, containers, and othersimilar items.

• Borrow, rent, or share items thatare used infrequently.

• Donate items instead of throwingthem out.

• Leave grass clippings on the lawn(ggrraassssccyycclliinngg) or use them for bbaacckk--yyaarrdd ccoommppoossttiinngg.

• Rake fallen leaves for compostingrather than bagging them andthrowing them away.

What Are the Benefits of SourceReduction?Reducing waste at the source is the ultimateenvironmental benefit. It means waste does nothave to be collected, handled, or processed inany way, which prevents pollution, saves energy,and saves money. In addition, by reducing con-sumption, fewer products are manufactured,thus reducing the impacts that manufacturingcan cause. For example, by manufacturing less,ggrreeeennhhoouussee ggaass emissions are reduced, whichcan make a difference in preventing gglloobbaall cclliimmaattee cchhaannggee.

Preventing waste also can mean economic sav-ings for communities, businesses, schools, andindividual consumers. Many communities haveinstituted “pay-as-you-throw” waste manage-ment systems in which people pay for each can or bag of trash they produce that requires

Source Reduction Facts• Since 1977, the weight of 2-liter plastic soft drink

bottles has been reduced from 68 to 51 grams each.That means that 250 million pounds of plastic peryear has been prevented from becoming part of thewaste stream.

• When McDonald’s reduced its napkin size by 1 inch,the company prevented 12 million pounds of paperfrom being thrown away each year. In 1999,McDonald’s switched to lighter weight packaging fortwo of their sandwiches, conserving 3,200 tons ofboxboard containers.

• State Farm Mutual Auto Insurance converted to elec-tronic cameras for their claims processing, savingmore than 50 tons of instant and 35mm film.

(Source: EPA, 1996, 1999)


disposal. When these households reduce theirwaste at the source, they create less trash and,consequently, pay a lower trash bill.

Businesses also have an economic incentive topractice source reduction. Manufacturing costscan decrease for businesses that reduce packag-ing, which can mean a larger profit margin andsavings that can be passed on to the consumer.

Schools also can share in the economic benefitsof source reduction. Buying products in bulk fre-quently means a savings in cost. Often, what isgood for the environment is good for the pock-etbook as well.

What Are the Challenges ofSource Reduction?Practicing source reduction is likely to requiresome change in daily routines. Changing somehabits may be difficult, but the environmentalreturns on the effort can make it worthwhile. Forexample, while using disposable utensils mightbe convenient, using durable flatware savesresources and requires only slightly more effort(for cleaning). On the other hand, if waste is notreduced, the economic and social costs of wastedisposal and the environmental impacts through-out the life cycle of products will continue togrow, and it will become increasingly harder tomake decisions about waste management.

Even if consumers decide to change their con-sumption habits, products with minimal packagingand nontoxic ingredients are not always available.Balancing the immediate convenience of easilyavailable products with the long-term benefits ofwaste prevention will be an ongoing commitment.

What Are Some Emerging Trendsin Source Reduction?Many companies are becoming more involvedin source reduction by remanufacturing andreusing components of their products or theentire product. A toner cartridge for a laserprinter is an example of a product that once

was disposable but now is manufactured to bereused. Many products are manufactured to use“modular,” or replaceable, units.

One manufacturer of photocopy machines takesback and remakes equipment from more than30,000 tons of used photocopiers. Parts fromreturned machines that meet internal criteria formanufacturing are reprocessed into new prod-ucts. Parts that do not meet remanufacturingcriteria and cannot be repaired are oftenground, melted, or otherwise recycled into basicraw materials. The company estimates annualsavings of several hundred million dollars in rawmaterial, labor, and disposal as a result ofdesign changes and product return programs.

Other companies are also taking advantage ofmore environmentally preferable ingredients asways to reduce the weight of packaging. Somesupermarkets across the country have institutedshelf-labeling programs to highlight productswith less packaging or less toxic ingredients.Purchasing these items shows manufacturers thatconsumers encourage and support sourcereduction.

How Can You Help?Students can play an important role in protect-ing the environment by practicing sourcereduction. Here are some simple practices tohelp prevent waste:

• Donate old clothes and other householditems so they can be reused or sold for reuse.

• Consider taking a thermos of juice to schoolinstead of individual disposable containers.

• Use concentrated productsto get more product withless packaging.

• Use double-sided copyingand printing features.

• Buy pens, pencils, tooth-brushes, and other itemswith replaceable parts.



Visit the following Web sites for more information on source reduction and solid waste:

• U.S. Environmental Protection Agency (EPA): <www.epa.gov>• U.S. EPA, Office of Solid Waste site on source reduction: <www.epa.gov/epaoswer/non-hw/

muncpl/reduce.htm>• U.S. EPA, Office of Solid Waste site on global climate change and waste reduction:

<http://yosemite.epa.gov/oar/globalwarming.nsf/content/actionswaste.html>• Reuse Development Organization: <www.redo.org>

To order the following additional documents on source reduction and municipal solid waste, call EPAtoll-free at (800) 490-9198 or look on the EPA Web site <www.epa.gov/epaoswer/osw/publicat.htm>.

• Planet Protector’s Club Kit (EPA530-E-98-002)• A Collection of Solid Waste Resources on CD-ROM• Reusable News newsletters• National Source Reduction Characterization Report for Municipal Solid Waste in the United States

(EPA530-R-99-034)• EPA’s WasteWise program puts out Bulletins and Updates that deal with source reduction. To obtain

applicable issues, call the WasteWise helpline at 800 EPA-WISE (372-9473) or visit the Web site at<www.epa.gov/wastewise>.

• Use a durable lunch container or baginstead of a disposable one.

• Consider using environmentally preferablecleaning products instead of those that contain potentially toxic ingredients.

• Consider buying items that have been reman-ufactured or can be reused, such as tonercartridges for the printer or tires for the car.

• Encourage companies to reduce unnece-ssary packaging and the use of hazardous

components in products. Many companiesoffer toll-free numbers and Web sites forthese comments.

• Compost cafeteria food waste and use thefinished compost to mulch the plants andtrees around the school grounds.


Grades K-1

Step 1: Discuss how some food productshave their own natural packaging that protectsthe part people eat. If possible, bring in exam-ples of items that have natural packaging(e.g., bananas, unshelled nuts, oranges) andothers that do not (e.g., cheese, crackers,soda). Discuss how nature’s packaging can beused in compost, which returns materials tothe earth. Refer to the Teacher Fact Sheet titledComposting on page 141 for backgroundinformation on the composting process.

Step 2: Distribute the Find Nature’sPackaging worksheet and pass out crayons ormarkers. Ask the students to circle the itemsthat have natural packaging.

Step 3: Ask the students to color the itemson the worksheet.

DDiissccoovveerriinngg NNaattuurree’’ss PPaacckkaaggiinngg

To teach students that some food items come in theirown natural packaging.

Circle and color the items that have their own naturalpackaging.

• Copies of the Find Nature’s Packaging worksheet foreach member of the class

• Crayons or markers


PackagingCompost

1 hour

Art

1. Ask students what items have their ownpackaging.

2. Ask students what we can do with naturalpackaging instead of throwing it away.

1. Start a vermicomposting bin in the class todemonstrate how nature’s packaging canbe recycled rather than thrown away. (Seethe activity Worms at Work on page 159 inthe Compost chapter for instructions onhow to start a vermicomposting bin.)

2. Bring in a variety of unshelled nuts (e.g.,pistachios, walnuts, peanuts). Draw or finda sketch of a face, animal, or a fun object.Photocopy it and give one to each student.Have the students shell the nuts and thenglue the shells to the sketch. Use paints tocolor the picture once the glue has dried.

84

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PPaacckkaaggiinngg!!NNaattuurree’’ssName:


Grades K-4

Instruct students ahead of time to bring in anempty plastic milk jug from home.

Step 1: Introduce the concept of sourcereduction to the class. Explain that reusingitems is a great way to achieve source reduc-tion. (Refer to the Teacher Fact Sheet titledSource Reduction on page 79 for backgroundinformation.)

Step 2: With an adult’s supervision orhelp, instruct students to cut out two large

holes on different sides of their milk jug forbirds to enter.

RReeuussee:: NNoott JJuusstt ffoorr tthhee BBiirrddss

To teach students that, with some creativity, we canmake useful things from items we might ordinarily dis-card in the trash or recycling bin.

Students will bring in plastic milk jugs to create birdfeeders.

Motor skills

ReuseRecycleSource reduction

1 hour

art

• Extra plastic milk jugs (with caps) for students that donot bring in one from home

• Glue• Scissors• Paint• Colored markers• Two 1-foot long pieces of wood approximately

1/4- to 3/4-inch in diameter (per bird feeder)• Bird feed for students to put in their finished feeders


Step 3: Provide each student with two 1-foot-long pieces of wood. These could be sticks froma nearby park or even the school grounds.Explain that these wooden pieces will cutthrough the bird feeder and stick out on eitherend so that birds can perch on the feeder. Withan adult’s supervision or help, instruct students

to trace a circle below each of the large holeson the milk jug to match the diameter of thestick. Then, cut out the tracing and insert thewooden pieces through the milk jug.

Step 4: Punch small holes in the bottom ofthe jug to allow rain water to drain out. Tell

students to make sure the holes are not toolarge, or else the feed might fall through.

Step 5: With markers and/or paints, workwith the students to decorate the feeders.

Step 6: Have each student put bird seed intheir feeders. Tell the students they can take theirfeeders home or hang them outside the school.

1. Have students name items that can bereused without any alterations. Ask them tolist items that can be changed to create anew product (like the bird feeder just createdfrom the milk jug).

2. Ask students to explain why reuse is good forthe environment.

3. Ask students what would have happened tothe milk jug if it hadn’t been used to makethe feeder.

1. Organize a waste exchange—with just theclass or the entire school. Ask students tobring in something from home they no longerneed (e.g., a toy, game, piece of clothing).With teacher facilitation, students can thentrade one item for another. Donate unwanteditems to a local charity or thrift store.

2. Have students bring in small pieces of “junk”they think look interesting or colorful (e.g.,bottle caps, colorful pieces of paper, woodscraps, toy parts, lids, old keys, pieces of oldclothing). Then, have the class work togethergluing them onto a large piece of wood cre-ating a colorful, attractive mosaic. When the“junk” mosaic is finished, hang it on the wallof the classroom.

3. Instruct students to bring items from homethat their families are reusing. Have the stu-dents present these items to the class as a“show and tell.”

Have students write a story

from the point of view of a

bird. What does the bird think

of all of the trash it sees from

the sky?


Grades 3-6

Step 1: Discuss source reduction and reuseand how it relates to a clean and healthy envi-ronment. Explain what individuals can do tomake a difference in the amount of waste that iscreated. (Refer to the Teacher Fact Sheets titledSource Reduction on page 79 and Products onpage 25 for background information.)

Step 2: Divide the class into two teams.Bring the two teams to the front of the class-room and have them face each other. Youmight want to line up a row of desks on eachside to create a “game show” setting. Flip acoin to decide which team will go first.

Step 3: In preparation for this activity, writethe questions on a flip chart, or simply writethem one at a time on the board. Present thefirst question to Team 1. Inform students thereare a certain number of answers to this ques-

tion. The number of correct answers is provid-ed on the attached Questions and Answerssheet. Instruct Team 1 that they can consult for2 minutes before they must try and provide asmany of the six answers as possible.

Step 4: As the students in Team 1 state theiranswers, write them on the board below thequestion.

Step 5: Team 1 gets a point for every cor-rect answer. If Team 1 was unable to get allsix answers referred to on the Questions andAnswers sheet, then Team 2 gets an opportu-nity to guess the rest of the answers for thatsame question. Write Team 2’s answers on theboard next to Team 1’s answers. If Team 1was able to provide all of the correct answers,then Team 2 doesn’t get a chance to answerthat question.

Step 6: Go over the answers with the classand discuss any answers that neither teamcould provide.

SSoouurrccee RReedduuccttiioonn RRoouunndduupp

To teach students the various ways to create less wastein the first place.

Students form teams and work together to answer ques-tions on source reduction.

• Source Reduction Questions and Answers sheet• Chalk board or flip chart• Clock or timer

Communication Observation/classification

ReuseSource reductionDisposablePollutionNatural resources

1 hour

languagearts


Step 7: Start the process over again withquestion #2, but this time, allow Team 2 toanswer first. Keep track of the score and workthrough all of the questions, alternating whichteam gets to answer first.

After all of the questions have been answered,the team with the most points wins. For extracredit, see if students can name even more cor-rect answers.

1. Ask students what kinds of activities areinvolved in source reduction.

2. Have students list some things each of uscan do to create less waste and reuse more.

3. Ask students to explain why source reductionis important.

1. Have each team of students devise its ownquestions and answers for the opposingteam, and play again.

2. Organize a clothing drive with the class orthe entire school. Donate the used clothingto a local charity or thrift store.

Ask students to make a list of all

the things they currently do that

create less waste. Then ask them

to list other things they could do

to further reduce the amount of

waste they produce in their daily

routines.


SSoouurrccee RReedduuccttiioonn RRoouunndduupp QQuueessttiioonnss aanndd AAnnsswweerrss SShheeeett

(Note: Students should be encouraged to think of additional responses that are not on these lists.)

WWhhaatt aarree 66 wwaayyss yyoouu ccaann rreeuussee aa jjeellllyy jjaarr??

1. Pen and pencil holder

2. Cookie cutter

3. Storage container for leftovers

4. Drinking glass

5. Vase for flowers

6. Container for nonfood items such as paper clips, buttons, marbles, or any other small item

WWhhaatt aarree 66 ccoommmmoonnllyy uusseedd iitteemmss tthhaatt aarree oofftteenn tthhrroowwnn aawwaayy bbuutt ccoouulldd bbee rreeuusseedd?? ((NNootteetthhaatt ssoommee iitteemmss hhaavvee bbootthh rreeuussaabbllee aanndd ddiissppoossaabbllee ppaarrttss..))

1. Cups

2. Eating utensils (e.g., forks, knives, spoons)

3. Plates

4. Cloth Napkins

5. Lunch bags

6. Batteries

WWhhaatt aarree 66 bbeenneeffiittss ooff ssoouurrccee rreedduuccttiioonn??

1. Reduces waste

2. Conserves natural resources

3. Reduces pollution

4. Reduces disposal costs

5. Reduces toxic waste in the waste stream

6. Saves money

WWhhaatt aarree 66 wwaayyss yyoouu aanndd yyoouurr ffaammiillyy ccaann rreedduuccee wwaassttee??

1. Use a reusable bag when shopping

2. Bring your lunch in a reusable bag

3. Buy or make your own nontoxic cleaners

4. Make sure you only buy what you need

5. Donate items you don’t need anymore instead ofthrowing them away

6. Use both sides of paper before recycling it


Grades 3-4

Day 1

Step 1: Select a location to hold your eco-logical picnic, preferably outdoors with anindoor alternative in case of inclement weath-er. Find three containers the children can useto separate their recyclables, trash, and foodscraps after they have finished their picniclunch. Check with your cafeteria manager tosee if your class can use nondisposable silver-ware, cups, and plates and if arrangementscan be made to provide bag lunches for stu-dents who forget or are unable to bring alunch from home.

Step 2: Explain to students that you will betaking them on an ecological picnic where theywill learn how to create less garbage, recyclemore, and compost their leftover food items.Introduce the concepts of durable and dispos-able items and source reduction to the class(refer to the Teacher Fact Sheet titled SourceReduction on page 79 for background informa-tion). Note how students will put these conceptsinto practice during the picnic.

Step 3: With students, compile a list of itemson the blackboard that people usually bring toa picnic (e.g., paper plates, plastic utensils,paper napkins, chips, drinks, sandwiches).Working through the list on the blackboard,discuss items that can replace the disposableitems. Examples might include cloth napkins

EEccoollooggiiccaall PPiiccnniicc

To show students that choices they make about prod-ucts and packaging can have an impact on theamount of waste they generate.

Plan a picnic with students that produces as little wasteas possible.

• Lunch• Durable or reusable plates, silverware, cups, napkins,

etc.• Recyclables container• Garbage container• Food waste container, if your school composts• Large scale

CommunicationComputationObservation/classification

Source reductionDurableNondurable

Day 1: 1 hourDay 2: 1 hour, 30 minutes

science

social studies

math


instead of paper napkins or washable plasticplates instead of paper plates. Explain the bene-fits of buying in bulk by describing how one largebag of popcorn, for example, leaves lessgarbage than many smaller bags. You can alsodiscuss picnic games and activities and theirimpact on the environment. Note that tossing afrisbee or flying kites doesn’t create any waste,but having a water balloon fight does.

Step 4: Send a note home with the childrenexplaining how to prepare for the picnic. Thenote should explain that your class is having anecological picnic and is trying to limit the amountof garbage left over. Encourage students to dis-cuss what they’ve learned about source reduction

with their parents and to help make preparationsby placing food in reusable containers or includ-ing as little packaging as possible. Parents canalso be invited to volunteer for the picnic. Youcan conduct the picnic in two ways:

A) Children can bring their own lunch.

B) Children can bring “potluck” items. This mayrequire more time and effort from the par-ents to provide and transport the items. Inclass, have the children draw up a list of thethings they need and have each of themselect something to bring. If your cafeteria isunable to provide silverware, cups, andplates, these will need to be provided by stu-dents. In the note to the parents, list the itemthe student has chosen to bring.

Day 2

Step 1: Before the picnic, explain to the stu-dents that they will be weighing the amounts ofrecyclables, trash, and food scraps left over fromthe picnic. Ask them to guess approximately howmany pounds of material they think will be leftover in each of the containers after the picnic.Draw the Eco-Picnic Table shown below on theblackboard and enter their guesses in the first

Recyclables Food Scraps Trash Total Guess

Guess

Actual Weight (with container)

Subtract Weight of Empty Container

Total of Each

Ask students if they saw any litter

where they had their picnic. Ask

them how it made them feel to see

litter. How could it affect the

plants, animals, and other people

that use the space?

EEccoo--PPiiccnniicc TTaabbllee


row. Show students which container you wantthem to use for recyclables, trash, and foodscraps and then weigh each of the empty con-tainers on the large scale. Record these numberson the Eco-Picnic Table. Encourage the studentsto pick up any litter they find at the picnic site.

Step 2: Go to the picnic site and have thepicnic.

Step 3: After lunch, discuss the types ofgarbage that are left over, as well as thegarbage prevented because of the choices stu-dents made. Have the students look at theleftover garbage and come up with ways theycould have reduced it further.

Step 4: Return to the classroom with the con-tainers. Weigh the three containers to determinethe amount of material that must be disposedof, recycled, or composted. How close was thestudents’ original guess? Multiplied by 7 days,how much waste would your classroom disposeof in 1 week? How much would it recycle? Howmuch could be composted? Ask your students todiscuss, generally speaking, what would happenif the whole school (or even America as awhole) practiced source reduction as they didfor the picnic.

1. Ask students why people use disposableitems even if they know they make moregarbage.

2. Ask students to provide an example of a dis-posable item that they or their family useregularly. Are there other alternatives thatcould create less waste? Would they or theirfamily be willing to switch products or changetheir lifestyles to produce less waste and haveless of an impact on the environment?

3. Ask students to think of other ways, beyond apicnic, that they can practice source reduc-tion. Examples might include using clothnapkins and wipes instead of paper towels,buying juice in large bottles or concentraterather than separate single-serving bottles,using their imagination for games rather thantoys, or taking cloth bags when shopping.

1. You could consider conducting this activity by measuring the recyclables, trash, andcompostables from a regular day’s lunchcompared to the ecological picnic lunch.

2. Collect the food scraps left over from the picnic and put them in a vermicomposting bin or compost pile. (Refer to the compostingactivities section and the Teacher Fact Sheettitled Composting on page 141 for more information.)

3. Make fun lunch bags out of an old pair ofjeans or shorts. Cut off the legs, sew the bot-tom closed just under the pockets, and tiethick ribbon through the belt loops for han-dles. Help students decorate their bags withobjects such as buttons, small toys, scrapcloth and ribbon, and fabric paints.


Grades 5-6

Before conducting this activity, ask all studentsin the class to bring their lunch from home ona selected day. If some students are on acafeteria lunch program, consult with cafeteriastaff to see if they can provide box lunches ona certain day. If box lunches aren’t feasible,have the students use the waste from theirregular school lunches (e.g., milk containers,plastic packages, paper napkins, cups, etc.).

Step 1: Explain source reduction to theclass. Discuss how it is one of the most impor-tant activities we can engage in to help theenvironment. In addition, discuss how packag-

ing is frequently necessary, but can also createa lot of waste. (Refer to the Teacher FactSheets titled Products on page 25 and SourceReduction on page 79.) Distribute a copy ofthe Packaging Worksheet to each student.

Step 2: Before lunch, ask students to listeach piece of their lunch (including the lunchbag or container) in Column A, then weigheach item on a scale and record the weightsin Column B on their Packaging Worksheet.Send them to lunch with their own resealablebag and instruct them to put all packagingfrom their lunches in the bag instead of thegarbage can. Explain that they should savenature’s packaging also (e.g., banana peels,orange rinds, peanut shells).

HHooww MMuucchh LLuunncchh IIss LLeefftt OOvveerr??

To teach students that reducing product packaging canoften reduce waste.

Students will weigh their lunches before and after eatingto determine how much of their lunch is packaging.

• Copies of Packaging Worksheet for each member of the class

• Resealable plastic bags (approximately 1 quart capacity) for each member of the class

• Small scales capable of weighing items under a pound

ComputationProblem solving

Source reductionRecyclingOrganicsCompostingLandfillsDisposable

2 hours

math

science

96

Step 3: After lunch, have the students weigheach piece of packaging from their resealablebags and record these numbers in Column C.

Step 4: Have the students compare the weightof each piece of their lunches before eating andafter. Based on these numbers, calculate the per-centage of the total weight that is the packagingfor each lunch item.

Step 5: Instruct students to total Columns Band C and put these figures in the “Total” row ofthose columns.

Step 6: Discuss recycling, composting, andreuse. Have students put a check in the appro-priate box for those packaging items that arereusable, compostable, or recyclable. Thesechecks are for information only, showing studentswhat methods could be used as alternatives tothrowing out these items. If students couldn’tcheck any of these alternatives, then the total intheir final column (H) would be zero. If, however,they can check off any of these (reusable, com-postable, recyclable) columns, then that item’sremaining packaging weight gets added to column H.

Step 7: Ask students to compare their totalsfrom Columns B, C, and H and share them withthe class. Discuss the types of packaging wastethey could not reuse, compost, or recycle.Discuss how this waste could be reducedthrough other actions, such as their purchasingbehavior or the design of the packaging.

Step 8: Start a list on the chalkboard of waysstudents can create less waste in their lunches(e.g., buying in bulk, reusable lunch bags,reusable utensils).

Ask students the following questions:

1. Why do manufacturers use packaging?

2. Why did some students have more packagingwaste than others?

3. Why do some products have so much packaging?

4. Are there ways to avoid purchasing so muchpackaging? What are they?

5. Can some packaging be reused or recycled?Which?

6. What is the difference between a disposable andreusable product? What are some examples?

1. Bring in a bulk item and the same amount inindividually wrapped single serving contain-ers. Empty the contents of the containers andweigh them. Compare the weights of the onebig container to the total weight of the multi-ple single-serving containers. Discuss whateffect the different kinds of packaging haveon the environment.

2. Ask students to go to the store and comparethe per unit prices of similar items that arepackaged differently (e.g., bulk versus individ-ual packages). Instruct them to write down theirfindings and draw conclusions from them.

3. Have students find a product they believe tobe packaged in excess. Ask them to explainwhy they think the packaging is wasteful.Instruct the students to write a letter or sendan e-mail to the manufacturer that sells theoverpackaged product asking the company toconsider reducing the amount of packaging.Request a response.

4. Instruct students to select a package of theirchoice and think of ways they could reduce thevolume and/or weight of the package withoutchanging its function. Ask students to sketch arough drawing or write a description of theirproposed package and list the reasons whythey think the new package would be better.

Ask students to write a story about

what their lives and the environment

would be like if everything was dis-

posable and they could not reuse or

recycle anything.

Unit 2, Chapter 2.1, Source Reduction The Quest for Less

Packaging WorksheetName:

______________________________________

97

A

Item FromLunch

1. Example:Banana

2.

3.

4.

5.

6

7.

8.

9.

10.

Totals

B

Weight BeforeEating(Product andPackaging)

170 g

C

Weight AfterEating(Packaging)

28 g

D

Packaging %

16%

E

PackagingReusable?

F

PackagingCompostable?

G

PackagingRecyclable?

H

Total Amountof Trash ThatCOULD HaveBeen Avoided.

28 g ✔


99

Teacher Fact Sheet: Recycling. . . . 101

Teacher Fact Sheet:

Buying Recycled . . . . . . . . . . . . . . 107

Recycling Rangers (Grades K-2) . . . . . . 111

Follow That Bottle! (Grades K-2) . . . . . . 113

Take-Home Recycling Kit (Grades 2-3) . . 117

Making Glass From Scratch (Grades 2-3).121

Handmade Recycled Paper

Planters (Grades 2-6) . . . . . . . . . . . . 123

Recycling...Sorting It All Out

(Grades 3-6). . . . . . . . . . . . . . . . . . . . 125

Designing the Ultimate Can

Crusher (Grades 4-6) . . . . . . . . . . . . 129

Learn to Recycle (Grades 7-8) . . . . .

. . . . .131

Recycling Includes e-Cyclin

g

(Grades 4-8). . . .. . . . .

. . . . .. . . . .

. . . . .. . . .1

35

100 Unit 2, Chapter 2.2, Recycling The Quest for Less

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Na

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Math

Science

Language Arts

Social Studies

Art

Health

Communication

Reading

Research

Computation


Problem Solving

Motor Skills

RecyclingRangers

Follow ThatBottle!

Take-HomeRecyclingKit

MakingGlass FromScratch

HandmadeRecycledPaperPlanters

Recycling...Sorting ItAll Out

DesigningtheUltimateCanCrusher

Learn toRecycle

RecyclingIncludes E-Cycling

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101The Quest for Less Unit 2, Chapter 2.2, Recycling

What Is Recycling?RReeccyycclliinngg is a series of activities that includes thecollection of used, reused, or unused items thatwould otherwise be considered waste, sorting andprocessing the recyclable products into raw mate-rials, and remanufacturing the recycled rawmaterials into new products. Consumers providethe last link in recycling by purchasing productsmade from recycled content. Recycling also caninclude composting of food scraps, yard trim-mings, and other organic materials. (See theTeacher Fact Sheet titled Composting on page141 for more information.)

How Does Recycling Work?Many people already recycle items like paper,glass, and aluminum. While these efforts are avital part of the process, the true recycling pathcontinues long after recyclables are collectedfrom household bins or community drop-offcenters. Collecting, processing, manufacturing,and purchasing recycled products creates aclosed circle or loop that ensures the overallsuccess and value of recycling.

CollectionHow and where recyclables can be collectedvary from community to community. Some com-munities collect from residences, schools, andbusinesses through:

• CCuurrbbssiiddee ccoolllleeccttiioonn pprrooggrraammss,, the most com-mon method. Residents set recyclables,

sometimes sorted by type, on their curbs to bepicked up by municipal or commercial haulers.

• DDrroopp--ooffff cceenntteerrss,, locations where residentscan take their recyclables. These centers areoften sponsored by community organiza-tions.

• BBuuyy--bbaacckk cceenntteerrss,,local facilities whererecycled-contentmanufacturers buytheir products backfrom consumers andremanufacture theused products intonew products.

Recycling

KKeeyy PPooiinnttss

• The latest numbers show that the

recycling rate in the United States has

reached an all-time high—in 2001 the

country recycled 29.7 percent of its

municipal solid waste. (EPA, 2003)

• Recycling includes collecting materials

and sorting and processing them into

recycled raw materials to be remanu-

factured into new products.

• Recycling reduces the use of virgin

materials, reduces the pollution and

energy used in manufacturing and pro-

cessing, saves landfill space, and

creates jobs and revenue.

• New methods for the recycling and

reuse of certain items, such as computer

and electronic equipment, are being

developed to prevent waste and save

additional materials and energy.

• Recycling can only be effective if people

buy recycled-content products.

Collectingand

Processing

PurchasingRecycledProducts

Manufacturing

2


• DDeeppoossiitt//rreeffuunndd pprrooggrraammss,, which require con-sumers to pay a deposit on a purchasedproduct in a container (e.g., bottle). Thedeposit can be redeemed when the con-sumer brings the container back to thebusiness or company for recycling.

ProcessingAfter collection, somerecyclables are“processed” and pre-pared for delivery tomanufacturing facili-ties. Processingusually includes mak-

ing sure the materials are sorted properly andthat contaminants (i.e., nonrecyclables) areremoved. Recyclables are then usually sent to amaterials recovery facility (MRF, pronounced“murph”) to be further sorted and then processedinto marketable commodities for remanufactur-ing. Recyclables are bought and sold just like any

other commodity, and prices for the materialschange and fluctuate with the market. EachMRF has individual requirements about whatmaterials it will accept, but most accept newspa-pers, aluminum cans, steel food cans, glasscontainers, and certain types of plastic bottles.

ManufacturingOnce cleaned and sorted, the recyclables moveto the next part of the recycling loop—manufac-turing. More and more of today’s products arebeing manufactured with recycled content.

• Recycled cardboard and newspaper are usedto make new boxes, papers, and other prod-ucts such as tissues, paper towels, toiletpaper, diapers, egg cartons, and napkins.

• Recycled plastic called PET, found in softdrink, juice, and peanut butter containers, isused to make new products such as carpets,fiberfill (insulating material in jackets andsleeping bags), bottles and containers, autoparts, and paint brushes. Another kind ofrecycled plastic, HDPE, used in milk, water,detergent, and motor oil containers, can beremanufactured into trash cans, bathroomstalls, plastic lumber, toys, trash bags, andhair combs. Numbers imprinted on the plasticproduct indicate from which type of plasticthe product has been manufactured and howit can be recycled. Not all communities recy-cle all types of plastic.

• Recycled glass is used again and again innew glass containers as well as in glasphalt(the roadway asphalt that shimmers in sun-light), road filler, and fiberglass.

• Recycled aluminum beverage cans, one ofthe most successful recyclables, are remadeinto new cans in as little as 90 days afterthey are collected. Recycled aluminum cansalso can be used in aluminum buildingmaterials.

• All steel products manufactured in the United States contain 25 to 30 percent or100 percent recycled steel, depending onthe manufacturing process used.

Follow a Plastic Bottle Beyondthe Bin...After a plastic soda bottle is collected in arecycling bin, it is sorted and transported to amaterials recovery facility. There it is cleanedand fed into a granulator that chops it intouniform-sized pieces, called “flakes.” A manu-facturer then purchases the flakes and meltsthem, squeezing the plastic into thin spaghetti-like strands and chopping those strands intosmall pieces called “pellets.” These plastic pel-lets are further stretched and squeezed intothin fibers that can be remanufactured intoitems like clothing, bags, bins, carpet, plasticlumber, hospital supplies, housewares, packag-ing, shipping supplies, toys, and more.Consumers then complete the recycling loopby purchasing and using these new recycled-content products.


Recycling in the United States Throughout HistoryAlthough the United States has witnessed a major increase in public participation in recycling pro-grams in recent years, industrial and commercial recycling has always made sense economically.The time line below presents a brief glimpse of recycling throughout U.S. history.

Late 1800s to Early 1900s• Before the days of mass production, the economic climate required people to routinely repair,

reuse, and recycle their material possessions.

- Scrap yards recycled old cars, car parts, and metal goods.

- The paper industry used old rags as its main source of fiber until the late 19th century.

- Retailers collected used cardboard boxes for recycling.

1914–1918 and 1939–1945 (WWI and WWII)• Patriotism inspired nationwide scrap drives for paper, rubber, and other materials to help the

war effort.

- Many farms melted down and recycled iron or metal pieces of rusted machinery for warships,vehicles, and other military machines.

• People even saved grease from meat they cooked, which was used to make munitions.

1960s• Interest in recycling waned as America’s peacetime economy soared. Rising incomes and wide-

spread, affordable, mass-produced goods created the “disposable” society.

1970s • Environmental awareness rejuvenated the nation’s interest in recycling.

• U.S. Environmental Protection Agency (EPA) was established December 2, 1970.

• The first Earth Day was held in 1970, significantly increasing recycling awareness. In the yearsfollowing, 3,000 volunteer recycling centers opened and more than 100 curbside collectionprograms were established.

• EPA and some state agencies developed guidelines, technical assistance, and targets for local recycling efforts.

1980s• The national spotlight fell on monitoring trash due to increased awareness of pollution resulting

from poor waste management.

• Federal, state, and local governments became more and more involved in waste management.

• Waste management firms began to offer recycling programs in connection with proposals fornew incinerators or landfills.

1990s • Industry expanded the range of products made from recycled materials instead of virgin raw

materials.

• National recycling rate reached double digits (28.2 percent in 1998).

2000s • EPA sets national goals for reducing and recycling waste.


Purchasing Recycled ProductsThe market for recycled materials is the finalpart of the recycling loop. Recycled productsmust be bought and used in order for the entirerecycling process to succeed.

Recycling and composting activities divert about62 million tons of material from landfills andincinerators. (See the Teacher Fact Sheets titledLandfills on page 165 and Combustion on page 169 for more information.) In 2001, thiscountry recycled 29.7 percent of its waste, a ratethat has almost doubled over the past 15 years.That’s 1.3 pounds per person per day. Of that29.7 percent, here is the breakdown of what theUnited States recycled that year:

What Are the Benefits ofRecycling?When each part of the recycling loop is com-pleted, the process helps both the environmentand the economy. Recycling prevents materialsfrom being thrown away, reducing the need forlandfilling and incineration. In addition, the useof recycled materials to manufacture new prod-ucts prevents pollution caused by themanufacturing of produces from virgin materi-als. Also, using recycled materials formanufacturing decreases emissions of green-house gases that contribute to global climatechange. Since the use of recycled materialsreduces the need for raw material extractionand processing, energy is saved and the Earth’sdwindling resources are conserved.

Recent studies indicate that recycling andremanufacturing account for about 1 millionmanufacturing jobs throughout the country andgenerate more than $100 billion in revenue.Many of the employment opportunities createdby recycling are in areas of the country wherejobs are most needed. Jobs include materialssorters, dispatchers, truck drivers, brokers, salesrepresentatives, process engineers, andchemists.

Recycling Facts• By recycling 1 ton of paper, we save: 17 trees, 7,000 gallons of water, 463 gallons of oil, 3

cubic yards of landfill space, and enough energy to heat an average home for 6 months.

• Manufacturers can make one extra-large T-shirt out of only five recycled plastic soda bottles.

• Americans throw away enough aluminum every 3 months to rebuild our entire commercial airfleet.

• When one ton of steel is recycled, 2,500 pounds of iron ore, 1,400 pounds of coal, and 120pounds of limestone are conserved.

• Recycling aluminum cans saves 95 percent of the energy required to make aluminum cans fromscratch.

• The amount of aluminum recycled in 1995 could have built 14 aircraft carriers.(Sources: Weyerhaeuser Company, 2001; Steel Recycling Institute, 2000; American Forest and Paper Association,2000; R.W. Beck, 1997; The Can Manufacturers Institute, 1997; Anchorage Recycling Center, 2000; Recyclers’Handbook by Earthworks Group, 1997; EPA, 1997)

Paper andPaperboard:54%

OrganicMaterials:23%Metals: 9%

Other: 8%

Plastics: 2%

Glass: 4%

Materials Recycled in theUnited States

Source: EPA, 2003


Recycling in ActionFor recycling to work, everyone has to participate in each phase of the loop. From government andindustry, to organizations, small businesses, and people at home, all Americans can easily make recycling a part of their daily routine. Below are some ways for individuals to get involved in recycling:

• Learn about and participate in a community recycling program. Know the collection schedule ordrop-off location as well as which items are acceptable. Get involved by volunteering with ahomeowner’s association or community organization to educate neighbors about the recyclingprogram.

• Empty all fluids and remove all lids from bottles and cans when recycling and do not contami-nate recycling containers with trash.

• Participate and encourage colleagues to recycle in the containers provided in yourschool. Initiate a recycling program in your school if one does not exist.

• Make the effort to find recycling opportunities for items, such as plastic packaging, that are notincluded in your local recycling program.

• Use recyclable products and encourage others to do the same.

What Are the Challenges ofRecycling?

Despite its success, the potential of recycling inthis country is not yet fully realized. Some plas-tics, for example, such as bottles andcontainers, are recyclable in almost any com-munity, but others, such as plastic “peanuts”

used in packaging, usually can not be includedin curbside or drop-off recycling programs.These items still end up in the trash because it isnot profitable to collect the tons needed forremanufacture into new products.

In addition, the costs of collecting, transporting,and processing recyclables can sometimes be

Is Your School Waste Wise?WasteWise is a voluntary EPA partnership program that helps businesses, governments, and institu-tions reduce waste and save money. Since the program began in 1994, WasteWise partners havereduced their municipal solid waste by more than 26 million tons! In 1998 alone, partners saved anestimated $264 million. Partners include many large corporations, small and medium-sized businesses, hospitals, tribes, and state, local, and federal governments, as well as 87 schools,school districts, colleges, and universities in more than 30 states.

The following are examples of the accomplishments of a few WasteWise partners in the educationfield. Alden Central School of New York, which educates children from K-12, implemented a compre-hensive waste reduction program in all campus buildings. Students and staff eliminated 450 poundsof polystyrene cafeteria trays and dishes by switching to reusable products. They also composted 900pounds of cafeteria food scraps and 150 pounds of yard trimmings for use as mulch on buildinggrounds. Sligo Adventist School of Maryland also implemented several innovative waste preventionactivities including the reduction of more than 1 ton of drink boxes by switching to bulk juice dis-pensers. Eastern Illinois University reduced the amount of computer paper used on campus by 10percent and reused 13 tons of office supplies through an internal exchange among employees.

To find out how your school can join the WasteWise program, please call 800-EPA-WISE (372-9473), e-mail at [email protected], or visit the Web site at <www.epa.gov/wastewise>.



Visit the following Web sites for more information on recycling and solid waste:

• U.S. Environmental Protection Agency (EPA): <www.epa.gov>• U.S. EPA, Office of Solid Waste site on recycling: <www.epa.gov/epaoswer/non-hw/

muncpl/reduce.htm>• Plug-in To e-Cycling: <www.epa.gov/epaoswer/osw/conserve/plugin>• U.S. EPA, Office of Solid Waste WasteWise Program site: <www.epa.gov/wastewise>• U.S. EPA, Office of Solid Waste site on global climate change and recycling:

<http://yosemite.epa.gov/oar/globalwarming.nsf/content/actionswaste.html>• U.S. EPA, Office of Solid Waste, Kid’s Page: <www.epa.gov/epaoswer/education/kids.htm>• U.S. EPA, Region 9 Office’s Recycling Site for Kids: <www.epa.gov/recyclecity>• National Recycling Coalition: <www.nrc-recycle.org>• Institute for Scrap Recycling Industries: <www.isri.org>• American Plastics Council: <www.plastics.org>• Steel Recycling Institute: <www.recycle-steel.org/>• Aluminum Association: <www.aluminum.org>• Glass Packaging Institute: <www.gpi.org>• American Forest and Paper Association: <www.afandpa.org>• Institute for Local Self-Reliance: <www.ilsr.org>• Rechargeable Battery Recycling: <www.rbrc.org>• Polystyrene Packaging Council: <www.polystyrene.org>• Electronic Industries Alliance: <www.eiae.org>

To order the following additional documents on municipal solid waste and recycling, call EPA toll-free at (800) 490-9198 or look on the EPA Web site<www.epa.gov/epaoswer/osw/publicat.htm>.

• Characterization of Municipal Solid Waste in the United States• Planet Protectors Club Kit (EPA530-E-98-002)• A Collection of Solid Waste Resources—CD-ROM

higher than the cost of disposing of these mate-rials as waste. The average cost to process aton of recyclables is $50, while the averagevalue of those recyclables on the market is only$30. Processors often compensate for this dis-crepancy by charging a set fee for each ton ofmaterial they receive or by establishing ongoingcontracts with communities or haulers. Efforts tobetter manage waste and recycling programsare under development. Many communitiesacross the country implement financial incen-tives to encourage people to recycle. Residentsare charged a fee based on the amount of solid

waste they throw away. The more a householdrecycles, the less garbage it throw outs, and thelower the collection fee it pays.

Finally, recycling facilities are not always a wel-come addition to a community. As with otherwaste management operations, recycling facili-ties are often accompanied by increased traffic,noise, and even pollution. Community leadersproposing the location for a recycling facilitycan encourage the NIMBY (Not in My Backyard)sentiment.


What Is “Buying Recycled?”“Buying recycled” means purchasing items thatare made from ppoossttccoonnssuummeerr recycled content—in other words, materials that were used onceand then recycled into something else. Thisprocess is also known as “cclloossiinngg tthhee lloooopp.”

Consumers “close the loop” when they pur-chase products made from recycled materials.After an item has been collected for recycling,sorted and processed, and remanufactured intoa new product, it still has one more critical stepto undergo: purchase and reuse. If no one buysrreeccyycclleedd--ccoonntteenntt pprroodduuccttss, the entire recyclingprocess is ineffective.

How Can People“Close the Loop?”Consumers hold the key tomaking recycling work.Many manufacturers arealready making the use ofrecycled materials a part of

their official company policy. Throughbuying recycled-content products,consumers can encourage this trend,making each purchase count toward“closing the loop.” Purchasing recy-cled-content goods ensures continuedavailability of our natural resources forthe future.

The first step in buying recycled-con-tent products is to correctly identifythem. As consumers demand moreenvironmentally sound products,manufacturers are encouraged tohighlight these aspects of their mer-chandise. While this trend is good,shoppers should be aware of the vari-ous uses of “recycled” terminology. Tohelp consumers understand productclaims about recycled content, the

Buying Recycled

KKeeyy PPooiinnttss

• Buying recycled-content products

encourages manufacturers to purchase

and use recycled materials.

• Buying products with “postconsumer”

content closes the recycling loop.

• Not all recyclable products can be

recycled in every community.

• Buying recycled products saves energy,

conserves natural resources, creates

jobs, and reduces the amount of waste

sent to landfills and incinerators.

• Today’s recycled-content products

perform just as well, cost the same or

less, and are just as available as their

nonrecycled counterparts.

• New products containing recycled

materials, from construction materials

to playground equipment to computers,

are constantly being developed.

A Recycled Product Shopping ListMore than 4,500 recycled-content products are alreadyavailable in stores, and their numbers are rapidly growing.Some of the everyday products people regularly purchasecontain recycled-content. Here are some items that aretypically made with recycled materials:

• Aluminum cans

• Cereal boxes

• Egg cartons

• Motor oil

• Nails

• Trash bags

• Comic books

• Newspapers

• Paper towels

• Carpeting

• Car bumpers

• Anything made fromsteel

• Glass containers

• Laundry detergent bottles


Federal Trade Commission has issued guidelinesto ensure that products are properly and clearlylabeled. Here are some basic definitions:

• RReeccyycclleedd--ccoonntteenntt pprroodduuccttss are made frommaterials that have been recovered or oth-erwise diverted from the solid wastestream, either during the manufacturingprocess or after consumer use. Recycled-content products also include productsmade from used, reconditioned, andremanufactured components.

• PPoossttccoonnssuummeerr ccoonntteenntt indicates that materi-als used to make a product were recoveredor otherwise diverted from the solid wastestream after consumer use. If this term is notnoted, or if the package indicates a totalrecycled content with a percentage of post-consumer content (e.g., 100 percentrecycled, 10 percent postconsumer), the restof the material probably came from excessmaterial generated during normal manufac-turing processes. These materials were notused by a consumer or collected through alocal recycling program.

• RReeccyyccllaabbllee pprroodduuccttss can be collected, sepa-rated, or otherwise recovered from the solidwaste stream for use in the form of rawmaterials in the manufacture of a new prod-uct. This includes products that can bereused, reconditioned, or remanufactured.These products do not necessarily containrecycled materials and only benefit the envi-ronment if people recycle them after use.Not all communities collect all types of prod-ucts for recycling, so it is really onlyrecyclable if your community accepts it.

• PPrroodduuccttss wwrraappppeedd iinn rreeccyycclleedd oorr rreeccyyccllaabblleeppaacckkaaggiinngg do not necessarily contain recy-cled content. They can be wrapped inpaper or plastic made from recycled materi-als, which is a good start, but the mostenvironmentally preferable packaging isnone at all.

Consumers must remember to read further thanthe recycling symbol or the vague language tofind specific and verifiable claims. When indoubt about the recycled content of an item,contact the manufacturer for information; this

will also raise the company’s awarenessof shoppers’ interest in environmen-tally preferable products.

What Are the Benefits ofBuying Recycled?Important advantages to buyingrecycled content products include:

• WWaassttee aanndd PPoolllluuttiioonn PPrreevveennttiioonn::Manufacturing products withrecycled-content generally cre-ates less waste and pollution,ranging from truck emissions toraw material scraps.

• RReessoouurrccee aanndd EEnneerrggyyCCoonnsseerrvvaattiioonn:: Making a newproduct from recycled-contentmaterials generally reduces theamount of energy and virginmaterials needed to manufac-ture the product.

Buy-Recycled Facts• Aluminum cans contain an average of 50 percent recy-

cled postconsumer content, while glass bottles containan average of 30 percent.

• How many recycled plastic soda bottles does it take tomake...?1 XL T-shirt..............5 bottles1 Ski jacket filler......5 bottles1 Sweater ............27 bottles1 Sleeping bag ....35 bottles

• Manufacturers in the United States bought $5 billionworth of recycled materials in 1995.

• One 6-foot-long plastic park bench can be made fromabout 1,000 plastic milk jugs.

(Sources: Aluminum Association, 2000; Glass Packaging Institute;Recyclers’ Handbook by Earthworks Group, 1997; AnchorageRecycling Center, 2000; American Plastics Council, 1999; NationalRecycling Coalition)


• EEccoonnoommiicc DDeevveellooppmmeenntt:: The Institute forLocal Self-Reliance in Washington, DC, esti-mates that nine jobs are created for every15,000 tons of solid waste recycled into anew product. These jobs range from low- tohigh-skilled positions, including materialssorters, dispatchers, truck drivers, brokers,sales representatives, process engineers, andchemists.

• MMoonneeyy SSaavviinnggss:: Products such as re-refinedmotor oil, retreaded tires, and remanufac-tured automotive batteries will often cost lessthan their virgin material counterparts.

What Are Some EmergingTrends?A wider variety of recycled-content products arebeing produced every day. Some newly avail-able items include electronic equipment, such ascomputers and printers, made from recycledparts; tape measures made from reconditionedand recycled parts; kitty litter made from recy-cled drywall; recycled-content plastic officeproducts; and innovative clothing and acces-sories made from recycled tire inner tubes.

Buying Recycled in ActionConsumers hold the power in their wallets andon their shopping lists. Whether buying items forhome, school, or work, consumers must thinkabout the environment and the future as theyconsider products and brands. Below are activi-ties that will help promote buying recycled:

• Buying recycled-content products personallyand encouraging the use of recycled prod-ucts at school.

• Teaching children about “closing the recy-cling loop” by organizing a tour of a localfacility that manufactures recycled-contentproducts, such as steel products.

• Organizing an exhibit of recycled-contentproducts.

• Asking local stores to stock more recycled-content products that you or the children canuse in the classroom.



Visit the following Web sites for more information on buying recycled products and solid waste:

• U.S. Environmental Protection Agency (EPA): <www.epa.gov>• U.S. EPA, Office of Solid Waste site on buying recycled: <www.epa.gov/epaoswer/non-hw/

muncpl/buyrec.htm>• King County, Washington Environmental Links: <www.metrokc.gov/environ.htm>• Green Seal: <www.GreenSeal.org>• The American Plastics Council: <www.plasticsresource.com>• The Official Recycled Products Guide: <www.dep.state.pa.us/wm_apps/recycledproducts>• The Global Recycling Network: <www.grn.com>• Buy Recycled Business Alliance: <www.nrc-recycle.org/brba/index.htm>

To order the following additional documents on buying recycled and “green” shopping, call EPA toll-free at (800) 490-9198 or look on the EPA Web site <www.epa.gov/epaoswer/osw/publicat.htm>

• The Consumer’s Handbook for Reducing Solid Waste (EPA530-K-96-003)• A Collection of Solid Waste Resources on CD-ROM • Let’s Go Green Shopping (EPA530-K-04-003)

EPA’s WasteWise Program helpline (800 EPA-WISE) has additional resources available. These resources include information on the following:

• State Buy-Recycled Contacts• Buy Recycled Guidebook

Buying “Green”In addition to buying recycled products, consumers canhelp protect the environment by buying “green”:Green shopping can mean:

• Not buying things you don’t need

• Buying energy-efficient products

• Buying used or reusable products

• Buying products that have no packaging or reducedpackaging

• Buying recycled products or recyclable products

• Buying durable products that will last a long time


Grades K-2

Step 1: Set up the four bins in the class-room and label them “Paper,” “Glass,”“Plastic,” and “Metals.” Make a pile of all ofthe recyclable items on the floor and ask thestudents to gather around them in a circle.

Step 2: Explain to students that by the end ofthe lesson they will become “Recycling Rangers”and learn how to recycle different items. Discusswith the students how different “garbage” itemscan be recycled into new products. Note that itis important to separate these items into differ-ent categories before they are used to makenew products. Refer to the Teacher Fact Sheettitled Recycling on page 101 for backgroundinformation on the recycling process.

Step 3: Ask the students to look at the differ-ent recyclable materials and discuss how theyare alike and how they are different. Ask them

RReeccyycclliinngg RRaannggeerrss

To help children recognize the similarities and differ-ences among common recyclable items.

Students play a sorting game and put different recy-clables into the appropriate bin.

• Four recycling bins• Recyclable materials listed in the box below

CommunicationObservation/classification

PaperPlasticGlassMetals

1 hour

social studies

Recyclable Materials— Cardboard— Newspapers— Magazines— Plastic soda bottles— Plastic milk containers— Glass jars or bottles— Aluminum cans— Steel food cans— Other materials recycled in your

community

Note: All materials should be cleaned and allsharp lids or edges should be removed or tapedover to avoid injury.


to compare the colors, textures, and weight ofthe different objects. When handling the glassbottles, take great care not to accidentally breakthe containers. Also, note that some metal con-tainers have sharp edges that can cause injuryto the children.

Step 4: Moving through the pile one item ata time, ask the students to identify the materialthat each item is made from. Then, choose astudent volunteer to place the item in the appro-priate bin. For the older children, ask thestudent volunteer to also name another productthat is made from that same material. If a stu-dent, for example, is holding a glass jelly jar, heor she could note that soda bottles are alsomade of glass.

Step 5: After the lesson is concluded, encour-age students to go home that night and sharewhat they learned with their parents.

1. Ask students to name some examples of recyclable items.

2. Have students explain why it is important tosort the different recyclable items.

3. Ask students what kinds of materialsrecyclable items are made from.

1. Select a few objects from the lesson, ensur-ing a good mix of shapes and sizes. Ask the children to trace outlines of the objects andthen color them in. Put the pictures up on the classroom wall to create a recycling art gallery.

2. Organize the class into teams of four chil-dren and give each group a differentrecyclable item. Ask the students to make anew object from the recycled items such as acrayon holder or paper plane.


Grades K-2

Step 1: Using the storyline in the Follow ThatBottle! worksheet, discuss the life of a recycla-ble item, such as a plastic bottle, after it isplaced in the recycling bin. Explain that itemssuch as bottles, cans, and newspapers can bemade into a new product—either the samekind of product or a completely different prod-uct—if they are recycled and not thrown away.(Refer to the Teacher Fact Sheet titled Recyclingon page 101 for background information.)

Step 2: Read and then distribute the FollowThat Bottle! worksheet and instruct the stu-dents to follow the bottle by coloring it withcrayons as it is used, recycled, remanufac-tured, and made into a new product. As thestudents color, ask them what they think ishappening in each section of the picture. Askthem, for example, if anyone has been to afactory or if they recycle at home.

Step 3: After talking about the life of the bottle, students can color the rest of the storyboard.

1. Have students explain what happens to aplastic bottle, or other recyclable, after it isplaced in a recycling bin.

2. Ask students to describe their own recyclingexperiences. Do they use a bin?

1. Instruct the students to draw a picture ofthemselves as they recycle common products.

2. Have students sort and separate recyclablesfrom lunch for one week to get a sense of theitems that can be recycled in your community.Prepare separate bins for each recyclable.

3. Ask students what happens to the plasticbottle if it does not go in the recycling bin.

FFoollllooww TThhaatt BBoottttllee!!

To show students the various steps involved in recycling.

While coloring, students will follow the path of thebottle in the Follow That Bottle! worksheet.

• Copies of the Follow That Bottle! worksheet foreach member of the class

• CrayonsMotor skills

RecyclingProcessingManufacturingFactory

1 hour

art


Name:

______________________________________


Grades 2-3

Step 1: Explain how recycling works andthe important role we all can play by recyclingitems instead of throwing them away. (Refer tothe Teacher Fact Sheet titled Recycling onpage 101 for more information.) Review theinformation on the following Recycling Factshandouts with the students, pointing out theeconomic and environmental benefits of recy-cling.

Step 2: Have each student cut the old card-board boxes into four 8 ½- by 11-inch piecesand glue different colored sheets of construc-tion paper to each side of the cardboard.

Connect each piece of cardboard with tape toform a placard that can stand on a table.Instruct the students to label each cardboardpiece with one of the following recyclables:aluminum, glass, plastic, and paper (seeexamples below).

Step 3: Instruct the class to cut out or drawthe appropriate recyclable for each cardboard

TTaakkee--HHoommee RReeccyycclliinngg KKiittSuggestion for Teachers: You might want to find out what materials are collected forrecycling in your community before beginning this activity.

To teach students the value of recycling and encouragethem to discuss recycling with their families.

Students will assemble a take-home recycling kit.

• Recycling Facts handout for each member ofthe class

• Old magazines and newspapers• Used cardboard• Construction paper• Markers and/or paint• Glue• Scissors• Any other arts and crafts supplies available

CommunicationMotor skills

RecyclingProcessing

2 hours

art

languagearts


placard using the magazines, newspapers,markers, and paints. Ask students to write infor-mation about recycling on each placard.Optional recycling facts are included on theattached handout and might assist students inthis task.

Step 4: When the students are finished deco-rating their placards, ask them to take themhome and affix them where their family keeps itsrecyclables or its trash to encourage familiesthat don’t already recycle to start. Ask studentsto share the information they learned aboutrecycling with their parents. Explain how theplacards serve as friendly reminders of theimportance and benefits of recycling.

1. Ask students to list the ways recycling helpsthe environment and why these benefits areimportant.

2. Ask students what role each of us can play inrecycling.

1. If your community recycles, but the majorityof the class’ families do not recycle at home,have the students practice a “recycling pitch”to their parents using their placards andother facts about the benefits of recycling.Also, students could develop a commercialusing their placards and draw a story boardof it or create a skit that is then videotaped.

2. Make signs for the classroom or school recy-cling bin. Ask students to put cans, bottles,or other items from their lunches in the recy-cling bins in the classroom or school. Whenthe bins are full, take them to a collectionfacility and use the money to buy treats forthe class.

3. Organize a tour of a recyclables processingfacility or a manufacturing plant that usesrecycled materials.

Ask students to interview their

family members about recycling

practices and views on recycling.

Ask students to write a short

article on their families’ current

views and how their recycling kit

changed those views or practices.


PPaappeerr• The average amount of recycled fiber in

newspapers increased from 10 percent in thelate 1980s to more than 30 percent today.

• By recycling or reusing 1 ton of paper, we save17 trees, 7,000 gallonsof water, 463 gallons ofoil, 3 cubic yards oflandfill space, andenough energy to heatan average home for 6months.

• Americans recycled 36.7million tons of paper andpaperboard in 2001.

PPllaassttiicc• Using fewer than five recycled plastic soda bot-

tles, manufacturers can make one extra-largeT-shirt.

• Milk jugs can be made into all different typesof plastic objects, from park benches toboardwalks.

• Recycled plastic soda bottles can be madeinto “fleece” sweaters, long underwear, stuff-ing for sleeping bags, and other items.

• Americans recycled 1.4million tons of plastics in2001.

AAlluummiinnuumm• Recycling aluminum cans saves 95 percent

of the energy required to make aluminumcans from scratch.

• Americans earn about $1 billion from recy-cling aluminum cans each year.

• Every minute, an average of 127,093 alu-minum beverage cans are recycled in theUnited States.

• The amount of aluminum recycled in 2001could have built 14 aircraft carriers.

• American’s recycled 800,000 tons of alu-minum in 2001.

GGllaassss• If all the glass bot-

tles and jarsrecycled were laidend-to-end, theywould reach themoon and make it more thanhalfway back to Earth.

• Most bottles and jars contain at least 25 per-cent recycled glass.

• Every ton of new glass produced results in 27.8pounds of air pollution, but recycling glassreduces that pollution by 14 to 20 percent.

• American’s recycled 2.4 million tons of glassin 2001.

Sources: EPA, 2003; American Forest and Paper Association; Can Manufacturers Institute;www.green-networld.com/tips/glass.htm.


Grades 2-3

Step 1: Discuss how glass is made (i.e., thatsand, soda and lime are heated together athigh temperatures), emphasizing the heat andenergy required during the manufacturingprocess. Explain to students that glass contain-ers can be remelted or “recycled” to make newglass containers, saving valuable resources inthe process. (Refer to the Teacher Fact Sheetstitled Products on page 25 and Recycling onpage 101 for background on the manufactur-ing process.) During the discussion, allowstudents to touch a variety of different glassobjects (e.g., beverage container, jelly jar,vase). Ask them to describe the colors, shapes,and textures of the different items.

Step 2: Begin the glassmaking exercise byheating the water. Tell students you are goingto make “pretend” glass using sugar in placeof the actual raw material, sand. Let studentsexamine the sugar and describe it in terms ofits color, texture, and shape. Point out the sim-ilarities between the sugar and sand. Havestudents describe the water and how itchanges as the heat begins to make the waterboil (e.g., after the sugar has melted it willlook like a brown liquid). Point out the heatenergy involved in making the water boil aswell as the steam that is produced. Next, pourthe sugar into the boiling water. Tell studentsto pretend the sugar is sand (minerals) from the ground.

MMaakkiinngg GGllaassss FFrroomm SSccrraattcchh

To teach students about the processes and resourcesused in the manufacture of glass and to introduce howrecycling glass is good for the environment.

Students make a glass-like substance using sugar andwater.

• 1 cup sugar• 1/4 cup water• Hot plate and sauce pan or hot pot (to boil water)• 8-inch square sheet of glass or a cookie sheet• Newspaper• Assorted glass objects

Communication Reading Observation/classificationProblem solving

GlassHeatEnergyNatural resourcesReuseRecycleResourceMineralsRaw materials

45 minutes

science

social studies

math


Step 3: Stir the mixture vigorously over theheat until the sugar is dissolved (about 5 min-utes). Ask students to describe the changes inthe sugar and water. Tell them this is how glasslooks before it cools.

Step 4: Put several layers of newspaper undera sheet of glass or a cookie sheet. (If you areworried about handling glass, use a cookiesheet—although students will not be able to seethrough it.) Carefully pour the mixture onto thesheet of glass and allow it to cool (about 15minutes).

Step 5: Hold up the sheet of “glass” so stu-dents can see through it. By allowing it to setovernight, the “glass” will become frosted. Thenext day, ask students to describe the changesthat occurred overnight and why (e.g., the waterevaporated leaving sugar crystals behind).

Step 6: As an optional exercise, illustrateglass recycling by scraping the dried “glass”back into the pan (pretending it is small piecesof crushed, recycled glass), adding water, andreboiling the mixture. More sugar will need tobe added to repeat the procedure. Ask studentswhich resources were replaced when thecrushed glass was used to make the new glass(minerals, energy).

1. Ask students what materials are used tomake virgin (nonrecycled) and recycled glassbottles. Older students may illustrate theprocess, labeling the natural resources usedto make glass and show which ones arereplaced when recycled glass is used as araw material.

2. Have students describe how recycling glass isgood for the environment.

1. Perform a molding glass exercise. For thisproject, you will need one wide-mouth glassjar per group of four to six students, and onestiff straw or glass tubing, balloon, and rub-ber band per student. To begin, divide theclass into small groups of four to six studentsand give each group a wide-mouth jar. Next,give each student a straw or glass tubing,balloon, and rubber band. Assist students inattaching the balloon to the straw with therubber band. Ask students to take turns put-ting the balloon into the jar and blowing itup until it takes the shape of the jar. Explainthat this process illustrates how glass is mold-ed into a jar or other shape during themanufacture of glass containers.

2. Bring samples of handmade glass to classand show students the bubbles in the glassformed by a person blowing air into the hotglass mixture. Point out the irregularities thatidentify the glass as handmade. Visit a glassblower, if possible. These individuals oftenparticipate in local crafts festivals or similarevents.

3. Ask students to look around their homes forglass products that could be recycled tomake new glass. Ask students to make a listof the items and bring the list to class. Havestudents share their lists and then discusswhich items can and cannot be used forrecycling (for example, items not commonlyaccepted for recycling are lightbulbs, mirrors,windows, etc.).


Grades 2-6

Step 1: Introduce the concepts of recyclingand decomposition to the class. Explain thatmaking items from recyclables rather than virginmaterials benefits the environment by savingnatural resources. (Refer to the Teacher FactSheets titled Recycling on page 101 and NaturalResources on page 5 for background informa-tion. The Composting fact sheet on page 141contains information on decomposition.)

Step 2: Discuss with the class how paper ismade. Explain that most paper is made fromonly trees, while other paper is made from acombination of trees and old newspaper or

used office paper (in addition, a small per-centage of paper is made from other fibrousmaterials such as cotton, papyrus, or rags).Discuss how when recycled paper is used tomake new paper, less trees need to be cutdown. Help students explore the environmen-tal implications of this.

Step 2: Have each student cut up two fullpages of newspaper into ½- to 1-inch squarepieces.

Step 3: Ask a few student volunteers to fillthe buckets 1/3 full with paper and theremaining 2/3 with water (1 part paper to 2parts water).

HHaannddmmaaddee RReeccyycclleedd PPaappeerrPPllaanntteerrss

To show students how easy it can be to make productsfrom recycled items.

Students will make planters from recycled paper.

• Large stack of newspapers

• Scissors• Three to five 2-gallon

buckets• Water

• Egg beaters• Magnifying glass• Plant seeds for each

student• Planting soil• Paper drinking cups

Motor skills

RecycleFibersDecomposePulpVirgin materialsResources

2-3 hours

art

science

Note: Try to reuse a cup-shaped container instead of using paper drinking cups. For example, youcould use reusable plastic drinking cups, plastic planter molds, or milk containers.


Step 4: Let the mixture sit overnight. By thenext day, the newspaper fibers will be soft andready to pulp.

Step 5: On the second day, have studentstake turns pulping the fibers with the hand beat-er until the paper and water look like mush.Explain that the pulping process breaks downthe fibers into a form that can be bondedtogether again to make recycled paper. Havestudents look at the pulp with a magnifyingglass to see the loose wood fibers.

Step 6: Give each student a plastic cup-shaped container. Instruct them to mold the pulpto the inside of the cup, squeezing out as muchof the water as possible. The pulp should be1/4- to 1/2-inch thick on the inside of the cup.

Step 7: Let the pulp dry completely over thenext 3 days.

Step 8: After the pulp has dried, take thehandmade recycled paper cup out of the drink-ing cup.

Step 9: Give each student a seed and instructthem to plant it in the cup using the plantingsoil. Keep the planters in the classroom andhave the students care for the plants. Discusshow much sunlight and water their plants need.

Step 10: Send the students home with theirplanters when the seedlings have sprouted andare ready to be planted in the ground. Instructthe students to place the whole cup with theplant in it into the ground.

Students in an urban setting could either planttheir seedlings in a local park or decorate theirplanters and donate the seedlings to a localnursing home. (Students also could give a pres-entation on recycling to the elderly when theydrop off their planters.)

Step 11: Discuss how the planter will decom-pose in the soil and the plant will take root inthe ground. Explain that they have just complet-ed the recycling loop by sending the nutrientsfrom the paper cup back into the soil.

1. Ask students where paper comes from.

2. Ask students to explain how making paperfrom used paper benefits the environment.

3. Ask students how and why the planter willdecompose in the ground.

1. On the blackboard or as a handout, workwith the students to diagram and label all ofthe steps that occur in making paper fromrecycled materials versus making paper fromonly virgin materials. Discuss the differences.

2. Instead of sending the students home withthe seedlings, start a garden at the schooland tend it regularly with the class.

3. Have students discuss what else they can doto reduce the number of trees being cutdown to make paper.

Ask students to write a story

about their seedling's journey

from its first days in the

planter to when it takes root

in the ground outdoors.


Grades 3-6

Step 1: A day or two before the lesson, askstudents to bring in different recyclable itemsfrom home or collect items left over fromlunch. See the box at right for the list of mate-rials to request. Be sure to clean these itemsbefore the lesson and remove any sharpedges. Store these items in a utility closet orsome other storage room at the school untilyou are ready to conduct the lesson.

Step 2: To begin the lesson, discuss howwaste is reduced by recycling. Explain how afterrecyclables are collected from businesses andhomes, they are sent to a facility where they aresorted into different categories of materials.Explain that it is important for recyclers to tell

the difference between materials because theyend up being recycled into different products.(Refer to the Teacher Fact Sheet titled Recyclingon page 101 for more information on thisprocess).

RReeccyycclliinngg......SSoorrttiinngg IItt AAllll OOuutt

To help students test and better understand the proper-ties of different recyclable materials.

Students rotate to different stations to evaluate recyclableitems and learn how to sort them into different categories.

• Recyclable items listed below• Magnets• An aquarium tank or other large container filled

with water• Rocks or other items that vary in density• Balance scale• Scissors• Tablespoon of sand• Copies of the Sorting Statistics Worksheet• Calculators (optional)

CommunicationResearchComputationObservation/classification

SortingRecyclablesMagnetismDensityMassMatter

1 hour

science

math

Recyclable Items

Steel food cansAluminum soda cansPlastic detergent bottlesPlastic milk jugsNewspapersMagazinesNotebook paperCardboard boxes


Step 3: Organize three different stationsthroughout the classroom.

Station One should include the steel and alu-minum cans, a magnet, and an informationsheet about magnetism. This sheet shouldexplain that magnets are pieces of iron or steelthat can attract other metals.

Station Two should include the plastic items and alarge container (e.g., an aquarium) filled withwater, along with scissors and a few heavy andlight objects. You should prepare an informationsheet explaining that density refers to how compactan object is. As an example, note that a bowlingball is much more dense than a foam rubber ballof the same size because the bowling ball is morecompact and made of heavier material.

Station Three should include the paper itemsand a scale. An information sheet shouldexplain that mass refers to the amount of matterin an object. You can weigh an object on ascale to determine its mass.

Step 4: Once the stations are set up, handout worksheets, break the students up intogroups of three, and explain that students shouldrotate from station to station in their groups andfill out their worksheet as they go. Students candiscuss answers within their groups.

Step 5: At Station One, have students experi-ment with the magnet and the different cans todiscover that some of the cans are attracted tothe magnet while others are not. At Station Two,students should compare the density of variousplastic items. Students can compare the densityof other items with plastic, and can cut up plas-tic into pieces to see how density is affected. AtStation Three, students can place various paperitems on the scale and record the differentweights.

Step 6: Discuss the questions from the work-sheet. Students should understand that recyclingsorting facilities use magnets to separate thesteel cans from the rest of the collected recy-clables. They should also understand thatdensity is important because it can be used toidentify and separate different items. Recyclingsorting facilities use sinking/floating exercises tosort plastics from other materials, such ascrushed glass, since plastic containers float.Students should also understand that sortingfacilities use scales to weigh the recyclablematerials they receive so they know how muchmaterial is being recycled.

1. Ask students to explain magnetism. Ask themwhy only some objects are attracted to magnets.Which ones?

2. Ask students to explain density and how totest for it.

3. Ask students what mass means. Have themexplain how to test something to determineits mass.

4. Have students list some of the techniquesthat sorting facilities use to separate differentrecyclables.

1. Visit a local recycling materials recoveryfacility to see firsthand how the different recy-clables are sorted.

2. Ask students to draw their own recycling sort-ing facility. Ask them to start with a pile ofrecyclables at one end and show how thedifferent recyclables would be separated(e.g., magnets, conveyor belts) as they movethrough the facility. Ask them to decidewhether their diagram will only involvemachinery or whether it will involve people tosort some of the items. Ask them to labeleach of the different stations in the facilityand describe how each station works.

Ask students if they can think of

an innovative way to sort recy-

clables? Ask them to describe or

draw their invention.


Sorting Statistics

Name:

_____________________________________________

Station One1. How many steel cans are at Station One? Use the magnet to find out. Now, multiply that number

by the number of students in your classroom. If you recycled 56 percent of these cans, approxi-mately how many would that be? As a nation, we recycled 56 percent of our steel cans in 1998._______________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________

2. How would magnets help workers at a recycling sorting facility?_______________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________

3. Suppose you have 10 aluminum cans—5 containing recycled aluminum and 5 with no recycled con-tent (made from bauxite, the primary ore). Next, suppose it takes 5 watts of energy to make a canwith recycled aluminum and 100 watts to make a can from bauxite. How much energy does it take tomake the 5 recycled-content cans? How about the 5 nonrecycled cans? Note that it takes 95 percentless energy to make an aluminum can from recycled aluminum versus making one from scratch.

_______________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________

4. Calculate the aluminum can recycling rate for Anywhereville, USA, given the following information:

• 1,938 pounds of aluminum cans were recycled• 3,370 pounds of aluminum cans were produced• There are an average of 33.04 cans per pound

Number of cans recycled:_______________________________________________________________________________________________________________________________________________________________________________________________

Number of cans produced:_______________________________________________________________________________________________________________________________________________________________________________________________

Recycling rate:_______________________________________________________________________________________________________________________________________________________________________________________________

128

Station Two1. Does the size and shape of an object affect its density? Test a few different types

of plastic objects in the water and record your results. You can cut up some plas-tic and try some other objects for comparison—record all results._______________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________

2. How is testing for density helpful to a recycling sorting facility?___________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________

3. Note that the following formula is used to determine the density of an item: density =mass (grams)/volume (centimeters3). Now, assume a piece of garbage—a popcornbag—has a mass of 12 grams and a volume of 5 centimeters3. What is its density?_____________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

4. Note that water has a density of 1.0 g/cm3. Items that have a density of less than 1 float in water,while those that are more than 1 sink. Do plastic bottles have a density greater or less than 1?______________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________

Station Three1. Describe the characteristics of the different types of paper. How are they similar? How are

they different? Consider color, texture, glossiness, thickness, etc.____________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

2. Assuming you recycle 7 newspapers a week, 365 days a year, how many news-papers do you recycle per year?______________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________

3. Using the scale at Station Three, weigh a newspaper to determine its mass.Using your answer from question 2, what is the total mass (in pounds) of thenewspapers you recycle each year? In tons? (There are 2,205 pounds in a ton.)_______________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________

4. Assuming that each ton of paper recycled saves 17 trees, how many trees haveyou saved by recycling your newspaper each year?________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________

Unit 2, Chapter 2.2, Recycling The Quest for Less


Grades 4-6

Step 1: Several days before the lesson, askstudents to bring in different construction itemsfrom the list to the right. Be sure to store theseitems in a safe place at the school where stu-dents cannot access them and hurt themselves.Also, note that this lesson will work best in ashop room or similar area with plenty of openspace and room for students to work.

Step 2: To begin the lesson, introduce theconcept of simple machines—levers, pulleys,etc. Next, explain how simple machines are usedin the recycling process. Recycling facilities usemachines, for example, to crush aluminum cans

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To help students understand simple machines andmanipulate materials and tools to build their ownmachine.

Students work in teams to design and construct amachine to crush aluminum cans. Students then votefor the best design.

• Construction items listed in the box below• Hammer• Saw• Screwdriver• Pliers• Wire cutters• Ruler and/or measuring tape

ResearchComputationMotor skills

RecyclingRecyclablesCompaction

Set-up/design: 1 hourConstruction: 1 to 2hours

science

math

art

Construction ItemsAluminum cansRopeWireHingesScrewsNailsWood scrapsBricksBlocksOther construction items


to make them easier to store and ship since theyrequire less space when crushed (Refer to theTeacher Fact Sheet titled Recycling on page 101for more information on this process).

Step 3: Divide the class into small groups offour or five students.

Step 4: Place a few aluminum cans on thefloor. Ask a volunteer to crush the cans with hisor her foot. Have students identify what isinvolved in crushing a can. Ask them to describewhat happens to the can.

Step 5: Have students examine all of the con-struction materials brought to class. Explain thatthe job of each group is to use these materialsto design and construct a can crushingmachine. Each group should use at least one“simple machine” in their construction.

Step 6: Tell students that they should begin theproject with a design phase. You may want tospend several class periods on this stage. Askstudents to work together to draw a diagram forhow their can crusher would work. Have themmake a list of all of the items they will need fortheir machine. Make sure these items arealready in the classroom or can be brought fromhome. Ask students to write instructions for howthey will build their can crusher. Encourage themto take measurements and be as detailed aspossible.

Step 7: Review each group’s designs carefullyto ensure they are reasonable given the materi-als required and time frame of the assignment.Ask each group to explain to you how theirmachine will work.

Step 8: Conduct a safety lesson regarding theappropriate use of the tools. Ask students to usecaution and remember that the tools are not toys.

Step 9: Under close adult supervision (youmight need adult volunteers to help), ask stu-dents to begin the construction phase. It maytake several class periods for students to com-plete their can crushers. Have students followtheir directions carefully and encourage them toask questions throughout the process.

Step 10: Once all of the machines are con-structed, tell students that it is time to test them.Ask each group of students to demonstrate tothe class how their can crusher works. Allowother students to ask questions.

1. Ask students to explain why it is important forrecycling facilities to crush the aluminum cans.

2. Ask students why it is important to develop adetailed design first rather than immediatelybuilding a machine.

3. Have students explain why it is important totest the machine.

4. Have students explain how the machinemakes crushing cans easier than doing it byhand.

After everyone has demonstrated their crushers,have each student rank each project on a scaleof 1 to 10 for each of several categories, suchas: total cost of materials, ease of use, efficiency,size, safety, effectiveness, time to construct, etc.

1. Organize a recycling drive for aluminum cansat your school. The can crusher contest canbe used to draw attention to the drive. Thecan crushers designed by the students can beused to help store the cans more easilybefore they are taken to a recycling center.

2. Invite a local recycling coordinator or recy-cling professional to your class to talk withstudents about what he or she does. Ask thevisitor to bring in pictures of baled, crushedrecyclables as well as samples of recycledproducts, if possible.

Ask students to describe the most

challenging part of designing their

can crusher. Ask them how they

overcame this challenge.


Grades 7-8

Step 1: Explain to students that local gov-ernments and private companies usuallymanage solid waste and recycling. It is impor-tant that they understand what can berecycled to ensure proper recycling processes.(Refer to the Teacher Fact Sheet titledRecycling on page 101.)

Step 2: Assign specific research tasks to dif-ferent groups of students. One group shouldmake calls, search the Internet, or visit thelocal library to find out where to recyclelocally (e.g., curbside service, drop-off loca-tions). Another group should find out whatitems can be recycled and how to preparethose items for recycling (e.g., rinse plasticbottles and remove lids). Another group can

discover how, when, and where to recyclenonstandard items (e.g., paint, electronics,packing peanuts, motor oil, batteries, hang-ers, fluorescent light bulbs, scrap tires).

Research can be conducted in the classroom,after school, or at home.

If students speak to a recycling official, havethem inquire about recycling collection meth-ods. Are the items separated by type or mixedtogether and sorted later? How does collectionat businesses differ from household collectionor collection at apartment buildings?

Students may also inquire about where theirrecyclables are sent after they are collected.What types of products are made from theirrecyclables? How are the materials processedto create other products?

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To teach students the specifics of recycling in their com-munity or help them understand why their communitydoes not recycle.

Students will research local recycling options, includ-ing where to recycle, what can be recycled, and howto prepare recyclables.

• Supplies for presentation (will differ depending onformat)

• Phone• Computer with Internet access

CommunicationsResearch

Materials Recovery Facility(MRF)ProcessingRecyclablesRecycling

Day 1: 1 hour+Day 2: 1 hour

Art

LanguageArts


Step 3: Each group should work together topresent their findings. The presentations can beverbal, computer-based, artistic, etc. Presentationscould be aimed at persuading a neighbor, familymember, another student, or others, to recycle.

1. Using the research already collected, or bydoing additional research, have the studentstake a closer look at recyclables. Visit tradeassociation and other Web sites to find outthree facts for specific commodities (e.g.,aluminum, glass bottles, paper, plastics, steelcans). What do the numbers imprinted onplastic containers mean? What percent ofrecycled steel is used to make a new steelcan? How long does it take for aluminumcans to be recycled? Sample sites include<www.epa.gov/msw/reduce.htm>,<www.cancentral.com>,<www.afandpa.org>, <www.plastics.org>,<www.recycle-steel.org>, <www.gpi.org>,

and <www.epa.gov/epaoswer/non-hw/muncpl/faq.htm#11>. List the facts in theworksheet and use it as the basis for a classdiscussion.

2. Use the information gathered to create abrochure, fact sheet, or video explaining“How to Recycle” in your community. Makecopies for students of all grade levels toshare with their parents or hand out atcommunity events/locations (e.g., locallibrary, township administration building).Coordinate with your local recycling offi-cials to see samples of similar publicationsthey may have produced or to have themcheck the accuracy of the information youare providing.

3. Start a school recycling club that studentscan join to learn about recycling and toserve as the recycling watchdog at schooland within the community.

4. Let students see first hand what happens totrash and recyclables by taking a field trip tothe local landfill and recycling center.

The Quest for Less Unit 2, Chapter 2.2, Recycling

RReeccyycclliinngg:: JJuusstt tthhee FFaaccttssName:

133

Assignment:

Research Sources:

Facts Learned:


Grades 4-8

Step 1: Provide students with an overviewof the life cycle of electronics. The “life cycle”includes all aspects of the life of the electron-ics—from mining raw materials tomanufacturing to disposal or recycling. Usethe information below as well as the Life Cycleof a Cell Phone poster as sources of informa-tion for this discussion. Students can completethe activities on the poster as part of the class-room activity. You can also consult the Website <www.plugintoecycling.org> for morebackground information.

Ask students to think of ways they can con-serve the precious resources locked insideused electronics and how they can preventpollution from disposal. Have them create apersonal "to do" list addressing these issues.

RReeccyycclliinngg IInncclluuddeess EE--CCyycclliinngg

To introduce students to electronics recycling.

Assess different types of household electronics, theirlifespan, and opportunities for recycling them.

• Worksheet: Electronics Inventory • Life Cycle of a Cell Phone Poster (to order a free

poster, call EPA at (800) 490-9198 and reference doc-ument number EPA530-H-04-002)

Observation/classificationCommunication

RecycleDemanufactureLife cycleRemanufacture

Two classroom periods

science

math

Electronics are made from many different resources, includ-ing plastic (made from petroleum) and various metals(mined from the earth). That’s why recycling electronics is soimportant—to recover these materials to use again.Recycling electronics requires demanufacturing, or disman-tling, them, which is labor-intensive, but it yields valuableresources that can be used to make new electronics or otherproducts. In 1998, more than 112 million pounds of materi-als were recovered from electronics including steel, glass,plastic, and precious metals.

Electronics (especially computers) become outdated veryquickly and need to be replaced often. In fact, nearly 250million computers will become obsolete in the next 5 years.When no longer used, electronics are often thrown away,ending up in landfills and incinerators. Electronics can con-tain substances that can contaminate the soil and groundwater. In fact, TVs and computers can contain an average of4 pounds of lead (depending on their size, make, and vin-tage) as well as other potential toxics like cadmium, mercury,beryllium, nickel, zinc, and brominated flame retardants.


Step 2: For homework, ask students to takestock of the electronics in their home using theElectronics Inventory worksheet. They shouldinventory their entire household, noting all elec-tronics—from computers to DVD players tocalculators. They should estimate each item’slife span and recyclability (e.g., computers mustbe replaced every few years, while calculatorslast longer). In addition, they should also thinkabout where and how each item can be recy-cled/reused (e.g., donated to charity, sent backto the manufacturer, demanufactured).

If time permits, students may also want to con-tact electronics companies or use the Internet tofind out which companies offer take-back pro-grams for used electronics. Students can ask thecompanies or search the Web to find out if theproducts in their homes contain recycled-contentmaterials or are designed for easier recycling.

Students may also want to contact their localgovernment’s solid waste office and ask for rec-ommendations about recycling or donating usedelectronics.

Step 3: Discuss the results of the students’electronics inventories (see Assessment for dis-cussion questions).

Ask students which electronics have the longestlife span and why. Is it because of technologychanges or better physical design? Do thenewer models have more or fewer environmen-tal impacts? How often do people need to buynew models of electronics? What else did stu-dents learn from their home inventories? Howdoes what they learned apply to other items intheir home?

1. Invite a local recycling official to speak to theclass about electronics recycling and/or localelectronics recycling events.

2. Take a field trip to an electronics recyclingfacility.

3. Ask students to think about questions theycould ask electronics store employees thenext time they are shopping. Do they acceptused electronics for recycling? Do they knowan organization that accepts them?

The Quest for Less Unit 2, Chapter 2.2, Recycling

Name:

137

EElleeccttrroonniiccss IInnvveennttoorryy

139

Teacher Fact Sheet:

Composting. . . . . . . . . . . . . . . 141

Compost Critters (Grades K-1) . . . . . 145

Compost Chefs (Grades 3-8) . . . . . . 149

Compost Crops (Grades 3-8). . . . 155

Worms at Work (Grades 4-8) . . . . . . 159

140 Unit 2, Chapter 2.3, Composting The Quest for Less

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Gra

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Activ

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K

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4

5

6

7

8

Math

Science

Language Arts

Social Studies

Art

Health

Communication

Reading

Research

Computation


Problem Solving

Motor Skills

Compost Critters Compost Chefs Compost Crops Worms at Work

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141The Quest for Less Unit 2, Chapter 2.3, Composting

What Is Composting?CCoommppoossttiinngg is the controlled tthheerrmmoopphhiilliicc (130º-150ºF) ddeeccoommppoossiittiioonn of organic materials suchas leaves, grass, and food scraps by variousorganisms. Composting can be divided into threetypes: backyard, or home, composting; vermi-composting; and heat-based composting.

Home composting is the natural degradation ofyard trimmings, food scraps, wood ashes, shred-ded paper, coffee grounds, and other householdorganic waste by naturally occurring microscopicorganisms. VVeerrmmiiccoommppoossttiinngg is the naturaldegradation of similar household organic wasteusing naturally occurring microscopic organismsand the digestive process of earthworms. Heat-based composting is performed by municipal orcommercial facilities that increase the rate ofdegradation using high temperatures.

Varying amounts of heat, water, air, and foodproduce different qualities of compost as a finalproduct. Heat-based compost differs from com-post produced at ambient temperatures (e.g., a

forest floor or home com-posting) because hightemperatures destroy bothweed seeds and pathogens.Composts produced by allthree systems are crumbly,earthy-smelling, soil-likematerials with a variety ofbeneficial organisms.

Composting

KKeeyy PPooiinnttss

• Composting is the controlled decompo-

sition of organic materials.

• There are three methods of composting:

home or backyard composting, vermi-

composting, and heat-based

composting.

• Invertebrates and microorganisms in

compost are key to the breakdown of

the organic materials into a rich soil-like

product.

• Quality compost is the result of the prop-

er mixture of carbon and nitrogen

sources and adequate amounts of mois-

ture, oxygen, and time. Certain food items

should be avoided when home composting.

• More than 67 percent of the waste

produced in the United States (including

paper) is compostable material.

• Compost is a valuable product that can

be used as a soil amendment, mulch, or

even to decontaminate natural habitats,

storm water, and brownfields.

• Composting helps divert a large portion

of America’s organic trash from landfills

and combustion facilities.

Worms—A Composter’s Best FriendVermicomposting is a method of composting using a special kind of earthworm known as a red wig-gler (Elsenia fetida), which eats its weight in organic matter each day. Vermicomposting is typicallydone in a covered container with a bedding of dirt, newspaper, or leaves. Food scraps (withoutadded fats) can then be added as food for the worms. Over time, the food will be replaced withworm droppings, a rich brown matter that is an excellent natural plant food. Vermicompostingrequires less space than normal composting methods, and is therefore ideal for classrooms, apart-ments, and those in high-density urban areas.


How Does Composting Work?Compost contains both carbon and nitrogensources, which can be simplified as browns(e.g., leaves, straw, woody materials) andgreens (e.g., grass and food scraps), respective-ly. Adequate sources of carbon and nitrogen areimportant for microorganism growth and energy.The ideal ratio is 30 parts brown to 1 partgreen. Odor and other problems can occur ifthe ratio or any of the factors discussed beloware not right.

The browns and greens can be mixed togetherto form compost in a backyard bin or in amunicipal compost facility. Whether the com-posting is done on a small scale or large, thecomposting process is the same. To encouragedecomposition throughout the pile, the compostshould be kept moist and turned periodically.

The decomposition of organic materials in com-posting involves both physical and chemicalprocesses. During decomposition, organicmaterials are broken down through the activitiesand appetites of bacteria, fungi, and variousinvertebrates that will naturally appear in com-post, such as mites, millipedes, beetles,sowbugs, earwigs, earthworms, slugs, andsnails. These microorganisms and insects foundin decomposing matter need adequate moistureand oxygen to degrade the organic materials inthe most efficient manner.

What Are the Benefits ofComposting?As a method of handling the large amount oforganic waste created in the United States eachday, composting makes good environmentalsense. Instead of throwing organic materialsaway, they can be turned into a useful resource.

In addition, many organic wastes are not ideallysuited for disposal in combustion facilities orlandfills. Food scraps and yard trimmings tend tomake inferior fuel for combustors because of theirhigh moisture content. Decomposition of organicwastes in landfills can create methane, a green-house gas that is environmentally harmfulbecause it destroys atmospheric ozone.

Because yard trimmings and food scraps makeup about 24 percent of the waste U.S. house-holds generate (EPA, 2003), backyard or homecomposting can greatly reduce the amount of

Composting in ActionAn easy way to understand all the factors thatgo into composting is with a hands-on demon-stration. A school can provide the perfectmedium for these demonstrations. Classescould start a composting bin using food scrapsfrom the cafeteria and yard trimmings fromground maintenance. Depending on the scopeof the project, the compost could then be soldto the community in addition to being used onthe school campus. Tour a local compostingfacility, if composting cannot be done atschool. For more information on how to start a school composting project, go to theCornell University composting Web site at<http://compost.css.cornell.edu/composting_homepage.html> or use thesesuggested activities to get you started:

• Start a compost pile or bin in the school oras a class experiment.

• Try using compost in place of chemical fer-tilizers, pesticides, and fungicides. Usecompost made by the school or buy it frommunicipalities or private companies.


waste that ends up in landfills or combustors. Inaddition, compost is a valuable product that canbe used as a soil additive for backyard gardensand farm lands or in highway beautification andother landscape projects.

The benefits don’t end there—composting alsomakes good economic sense. Composting canreduce a community’s solid waste transporta-tion, disposal, and processing costs. In manycommunities, residents pay for each bag or canof trash they put out for pickup. If a householdis composting, it will most likely put less in trashcans and will pay a smaller trash bill.

In backyards and on the community level, inter-est in composting has increased rapidly over thepast several years. Yard trimmings programsconstitute the large majority of compostingoperations in the United States. In these pro-grams, community members place their yardtrimmings in a separate bag or container at thecurb, which is collected and taken to a munici-pal composting facility. These facilities createlarge amounts of compost, which, in manycases, is sold back to community members.People can also purchase compost created byprivate composting companies.

What Are theChallenges AssociatedWith Composting?Creating quality compostrequires the right mix of mate-rials and attention to moisture,particle size, and temperature.Too little moisture will slow thedecomposition, but too muchcan create odor problems. Toavoid attracting pests androdents, composters shouldmonitor the food scraps put inthe compost pile. Meat scraps,fats, and oils are difficult itemsto compost, attract pests, andshould be kept away from thecompost pile, and thrown awayinstead.

While composting increases the rate of naturalorganic decomposition, it still takes months forcompost to mature. If compost is used while it isstill “cooking,” the high temperatures could killthe plant life on which it is spread. In addition,using compost before it is ready can encourageweed growth because the high temperatures ofthe pile have not had a chance to kill anypotential weed seeds.

What Are Some Emerging Trendsin Composting?A large amount of organic waste is created byinstitutions, restaurants, and grocery stores—perfect for compost. Across the country, many of

What Can Go Into a Composting Bin?This list is not meant to be all inclusive. Some food productsshould not be included because they can attract pests orcompromise the quality of the compost.

MMaatteerriiaallss ttoo IInncclluuddee MMaatteerriiaallss ttoo EExxcclluuddee

Fruit and vegetable scraps MeatsTea bags Dairy foodsWool and cotton rags BonesCoffee grounds with filters Fats Grass/Yard clippings Pet excrementLeaves Diseased plantsEgg shells GreaseSawdust Oils (including peanut Fireplace ash butter and mayonnaise) Nonrecyclable paperVacuum cleaner lintFish scraps



Visit the following Web sites for more information on composting and solid waste:

• U.S. Environmental Protection Agency (EPA): <www.epa.gov>• U.S. EPA, Office of Solid Waste site on composting: <www.epa.gov/compost>• Cornell University composting site: <http://compost.css.cornell.edu/composting_

homepage.html>• U.S. Composting Council Web site: <www.compostingcouncil.org>

To order the following additional documents on municipal solid waste and composting, call EPA toll-free at (800) 490-9198 or look on the EPA Web site<www.epa.gov/epaoswer/osw/publicat.htm>.

• Innovative Uses of Compost Erosion Control, Turf Remediation, and Landscaping(EPA530-F-97-043)


these businesses are participating in pilot proj-ects to compost their food scraps and soiledpaper products. These businesses can not onlyprovide a valuable component of compost—organic material—but also can reduce theirwaste disposal costs significantly.

Compost is also being used as an innovativetechnology to clean up land contaminated byhazardous wastes, remove contaminants from

storm water, facilitate reforestation, and restorewetlands and other natural habitats. Composthas been used to restore soil that is contaminat-ed with explosives, munitions wastes, petroleum,fuel wastes, and lead and other metals. In addition, various biodegradable tableware and dishes have been developed; in particular,cups and plates made with a cellulose-basedvegetable polymer.


Grades K-1

Step 1: Visit your chosen outdoor area priorto the class trip in order to make sure it is suit-able for viewing nature’s recyclers. Scout outfour specific “stations” for the students to visit,including a live tree, an old decomposing log,a large rock (or board) in the soil, and a leaf-covered patch of soil. To draw insects to aspecific spot, you might want to plant a log orboard in the soil several days in advance.

Step 2: Discuss recycling with the studentsand explain the following concepts (refer tothe Teacher Fact Sheet titled Composting onpage 141 for background information):

• Why we recycle and why nature also needsto recapture the value of its organic waste.

• What kinds of “trash” get “recycled” innature.

• Who recycles these materials. Discuss theplants and animals, such as snails, slugs,beetles, millipedes, earthworms, fungi, pill-bugs, snowbugs, mushrooms, and lichenthat perform nature’s recycling work.

Step 3: Divide the class into small groups ofthree to four students. Explain that the studentsare now adventurers on a mission to locate andstudy nature’s recyclers at work. Remind studentsthat it’s very important to observe, but not touchor disturb the recyclers or their habitat.

Step 4: Lead the students to your predeter-mined outdoor area and stop at each of thefour stations. At each station, first lead a dis-cussion (see below) and then give each group

CCoommppoosstt CCrriitttteerrss

To teach students that nature can “recycle” its ownresources.

Students will search for and observe some of nature’srecyclers at work, learning what role each plant or ani-mal plays in the recycling process.

• An outdoor area, such as a yard, park, or garden,that offers access to some of the following: rocks,trees (dead and living), leaf litter, mushrooms

• One or two teacher’s aides or parents to helpfacilitate the outdoor adventure (optional)

• Several sheets of drawing paper and pencils orcrayons per student

• One clear viewing container with holes

Observation/classification Motor skills

DecayMushroomMillipedeFungiLichen

Outdoor expedition:1 hourIn-class follow-up:30 minutes

Science


of students the chance to get up close and makeindividual observations. A list of suggested topicsand discussion questions for each station fol-lows:

SSttaattiioonn ##11––LLiivvee TTrreeee

• Ask students what makes the tree grow.Where are its roots? Where does it get itsfood from?

• Will the tree live forever?

• Are its leaves falling to the ground?

SSttaattiioonn ##22––DDeeaadd,, DDeeccaayyiinngg LLoogg

• Ask students how this tree is different fromthe live one.

• Have them touch and smell its bark. How isit different than the live bark? Is it dry ordamp?

• Do the students see evidence of the woodbeing eaten? By what?

• Have the students look in the crevices andcracks for any of nature’s recyclers at work. Ifthey see ants, spiders, millipedes, mush-rooms, etc., ask them the followingquestions:

— Is it a plant or animal?

— What’s its name?

— How does it move? How many legs doesit have?

— What color is it?

— Why is it living under this dead log? Whatdoes it eat?

— How many of these creatures are livingtogether?

• If it’s possible (and safe), capture a few ofthese recyclers in your clear container and letthe students view them up close. You maywant to impose an item limit to prevent toomuch disruption for the critters. Studentscould draw the recyclers they see in natureor wait until they return to the classroom anddraw from memory. Make a point of return-ing the creatures safely to their homes afterthe viewing is over.

SSttaattiioonn ##33––LLaarrggee RRoocckk oorr BBooaarrdd

• Have the students watch as you carefully liftthe rock from its position. Ask students tolook at what’s underneath it.

• What’s it like under the rock? Is it dark andmoist?

• Can the students see any of nature’s recy-clers at work here? If they do see life, askthem the same questions as above:

— Is it a plant or animal?

— What’s its name?

— How does it move? How many legs doesit have?

— What color is it?

— Why is it living under this rock or board?What does it eat?

— How many of these creatures are livingtogether?

SSttaattiioonn ##44––LLeeaaff LLiitttteerr aanndd SSooiill

• Have the students use their hands to digthrough the leaves and into the soil.

• Ask them to compare these leaves to theleaves still on the live tree. How are they dif-ferent? Are these leaves older? Are they wetor dry?

• Have the students look for evidence ofnature’s recyclers; again, identify and discussany animals or plants that they find.

• Ask the students to feel and smell the soil.How does it compare to the dead log theyvisited earlier?

Step 5: Before returning to the classroom,visit the live tree station again. Ask students tothink again about where this tree gets its food.Discuss how the decaying log, busy creatures,and moist, rich soil all play a role in keeping thetree alive.


1. Back in the classroom, pass out paper andcolored pencils or crayons to the students.Have each student draw one of the recyclershe or she saw outside. Ask each student toverbally describe to the class how this crea-ture moves, what it’s called, and whatrecycling role it plays in nature.

2. Ask the students how they are like nature’srecyclers. Do they recycle anything at home?How does it get reused?

3. Have the students draw a tree in differentstages of its life, showing the tree 1) bud-ding, 2) in full growth, 3) with leaves falling,4) as a dead tree, having fallen as a log anddecaying back into the earth, and 5) as anew tree growing from the soil.

1. Engage students in a role-playing activity.Have students pretend that they are differentrecyclers (ants, millipedes, worms, mush-rooms, spiders). Ask the students how theseanimals or plants moved or behaved. Havethe students imitate this behavior.

2. Study nature’s recyclers in the winter by col-lecting some leaf litter, bringing it inside, andwarming it with a lamp. Dormant recyclers,such as millipedes, ants, spiders, and wormswill come to life under the heat.

3. Conduct another nature walk, this time giv-ing each student a recyclable paper bag.Have them collect dead leaves, sticks, nuts,or other teacher-approved items on theirwalk. When students return to the classroom,discuss what role these items have in natureand in the natural cycle of life. Is the itemdead or alive, what is it called, is there anyevidence of nature’s recyclers at work? Helpthem glue or tape these items on a piece ofconstruction paper and display them. Havethe students perform leaf rubbings by placinga leaf under a piece of paper and coloringover it to reveal its shape and texture. Askthe students to explore how each leaf is simi-lar or different from others.

149The Quest for Less Unit 2, Chapter 2, Composting

Grades 3-8

Step 1: Photocopy and distribute one copyof the Compost Chef worksheet to each stu-dent. Introduce the following concepts (referto Teacher Fact Sheet titled Composting onpage 141 for background information):

• Explain to the class what compost is andhow it is made.

• Discuss why composting is important inmanaging and reducing trash that is sentto landfills.

• Explain how composting works, and hownitrogen, oxygen, and water all play a partin the creation of compost.

CCoommppoosstt CChheeffss

To teach students how composting can prevent foodscraps and yard trimmings from being thrown away andhow different components, such as air, moisture, andnitrogen, affect composting.

Students will create four compost bins that differ in theiramounts of air, moisture, and nitrogen. Students willobserve and record the differences these conditionscause in the composting process.

• Four thin, plastic buckets (5 gallons each) or otherplastic container (e.g., milk jug)

• One hand drill or punch-type can opener• One copy of the Compost Chef worksheet per student• Grass clippings (shredded, if possible)• Vegetable and fruit peels• Weeds (shredded, if possible)• Hay (shredded, if possible)• Sawdust• Coffee grinds• Thermometer• Bloodmeal• One marker or pen• Tape• Four pieces of construction paper (3 by 5 inches each)• Garden trowel

ComputationObservation/classificationMotor skills

CompostNitrogenOxygenDecomposeBeddingOrganic

Set-up: 1 hour

Follow-up: 15 minutes to1 hour on an occasionalbasis for up to 4 weeks

science

150 Unit 2, Chapter 2, Composting The Quest for Less

Step 2: Pick an appropriate project space.This activity can either be conducted in anindoor area of the classroom that has been covered with a protective drop cloth or in a designated area outside of the school. If youchoose to leave the compost buckets outside,make sure the chosen area will not be disturbedby recess or after-school activity. Use the handdrill and carefully poke several holes in the sides(near the bottom) of three of the buckets or milk jugs.

Step 3: Have the students sit in a circle withinview of you and the compost buckets. Divide theclass into four groups and assign a group ofstudents to each bucket. Using the constructionpaper and marker, label the buckets “one”through “four.”

Step 4: Work with each group of students toset up the buckets. As each mixture is created,discuss its ingredients and ask students to recordthe “recipe” on their Compost Chef worksheets.Following are directions for setting up eachbucket:

Bucket #1–Compost lacking nitrogen.• Place mostly “brown” carbon-containing

materials in the bucket, such as dead leaves,straw, and coffee grounds. On top, add afew vegetable and fruit peels.

• Moisten, but do not soak, the mixture withwater.

Bucket #2–Compost lacking moisture.• Place a mixture of “green” grass clippings

(make sure they are dry), bloodmeal, andvegetable and fruit peels in the bucket.

• Place a few layers of “brown” dead leaves,straw, and coffee grounds into the mixture.

• Do not add any water.

Bucket #3–Compost lacking air circulation.• Use the bucket without the holes.

• Place several layers of mostly high-nitrogengrass clippings, bloodmeal, vegetable peels,and fruit peels in the bucket.

• Moisten the mixture with water.

Bucket #4–“Perfect” Compost.• Layer (in an alternating pattern) leaves, cof-

fee grounds, straw, and vegetable and fruitpeels, and a small amount of grass clippingsin the bucket.

• Moisten the mixture with water.

Step 5: Explain that, as compost chefs, thestudents must monitor their creations. Give eachgroup written instructions on how to care for itscompost bucket over the next few weeks. Forexample:

Bucket #1• Use a garden trowel to stir your compost

mixture regularly: once every 3 days for thefirst 2 weeks, then once per week.

• Add a dash of moisture to your compost mix-ture with a sprinkle of water every other week.

Ask students to pretend they are

gardeners. Ask them if they would

use compost to help their gardens

grow. Why or why not?


Bucket #2• Use the garden trowel to stir your compost

mixture regularly: once every 3 days for thefirst 2 weeks, then once per week.

• Keep your compost mixture dry.

Bucket #3• Add a sprinkle of water to your compost mix-

ture every week.

• Make sure you don’t stir your mixture.

Bucket #4• Add a sprinkle of water to your compost mix-

ture every week.

• Use the garden trowel to stir your mixtureregularly: once every 3 days for the first 2weeks, then once per week.

Step 6: At each interval of stirring or water-ing, have all of the groups visit each compostbucket and record their findings, including tem-perature, appearance, and smell. Students canuse their Compost Chef worksheets for this task.

Step 7: After 4 weeks, have the students usethe trowels to dig into each compost pile andexamine it closely. Ask them to compare andcontrast the compost in each bucket. Ask stu-dents which mixture decomposed the most.

Step 8: Use the finished compost from Bucket#4 as soil for classroom plants or a garden.Have students explore how compost aids newvegetative growth.

1. Ask students to list the most important ingre-dients for a good compost pile (nitrogen,water, and air circulation). Have themexplain what role each ingredient plays indecomposition. Ask each group to name themissing ingredient in its mixture (Group #4won’t have a missing ingredient).

2. Have the students explain how compostingreduces the amount of waste that we send tolandfills.

3. Ask students to think of places in naturewhere composting might occur naturally.

1. Collect and evaluate the data on each stu-dent’s Compost Chef worksheet. Have thestudents create charts or graphs based onthe temperature data they collected. Whichpile had the highest mean temperature?What does a high temperature mean interms of decomposition?

2. Explore composting as a natural cycle. Studythe nitrogen cycle and have students makediagrams of its components. (The nitrogencycle is the continuous cyclic progression ofchemical reactions in which atmosphericnitrogen is compounded, dissolved in rain,deposited in soil, assimilated, and metabo-lized.) Use composting as a lead-in todiscuss other natural cycles.

3. Start a schoolwide compost bin using theappropriate wastes from school lunches.Have students decide which wastes can beadded to the pile and have different classeswatch over and stir the pile each week. Haveeach participating class start a small flowergarden plot, using the compost as a soilamendment.

Week 1

Smell:

Compost Chef

Name:

___________________________________________________

Temperature:

Appearance:Week 2Week 3

Week 4

Smell:

Temperature:

Appearance:

Ingredients:

Ingredients:

Smell:

Temperature:

Appearance:

Smell:

Temperature:

Appearance:

Week 1

Smell:

Temperature:

Appearance:Week 2

Week 3

Week 4Smell:

Temperature:

Appearance:

Smell:

Temperature:

Appearance:

Smell:

Temperature:

Appearance:

152 The Quest for Less

Week 1

Smell:

Temperature:

Appearance:Week 2Week 3

Week 4Smell:

Temperature:

Appearance:

Smell:

Temperature:

Appearance:

Smell:

Temperature:

Appearance:

Ingredients:

Ingredients:

Week 1

Smell:

Temperature:

Appearance:Week 2

Week 3

Week 4Smell:

Temperature:

Appearance:

Smell:

Temperature:

Appearance:

Smell:

Temperature:

Appearance:

153The Quest for Less

Grades 3-8

Step 1: Locate and mark the two school-yard garden plots you plan to use, makingsure they receive plenty of direct sunlight.Secure permission for gardening from theproper school authorities.

Step 2: Discuss composting with the stu-dents and explain the following concepts (referto the Teacher Fact Sheet titled Compostingon page 141 for background information):

• Recap how the students made the compostand what materials they used.

• Discuss how this compost can now be usedin a garden.

• Explain why compost can be more effectivethan just natural soil.

Step 3: Take the class outside to the gardenplots and divide the students into two groups.Explain how the composting experiment willwork. Tell one group that they will only addwater to the soil to help their plants grow.Give the other group a bucket of compostand tell them to use the trowels to mix it intotheir soil before watering it.

CCoommppoosstt CCrrooppss

To teach students how composting can prevent foodscraps and yard trimmings from being thrown away andto show them the usefulness of compost in gardening.

Students will assess the effectiveness of compost as asoil amendment by planting and comparing two gardenplots—one that relies just on dirt and one that relies ontheir homemade compost.

• *Compost* (See prerequisite above)• Two 4- by 4-foot garden plots in the schoolyard• Two packets of flower seeds (have your students

vote on the type and color)• Two seed packets of a vegetable that grows well

in your locale• One watering can• Two garden trowels• One copy of the Compost Crop worksheet per student• One tape measure or ruler


DecomposeCompostRootNutrient

Setup: 1 hourFollow-up each week: 15 minutes

science

math

*Prerequisite:* This activity involves the use of previously made compost. Your students can use the compost they madefrom completing one of the following activities: Compost Chefs or Worms at Work.



Step 4: Have each group plant flower seedsand vegetable seeds according to packetinstructions in their respective plots.

Step 5: Ask the students to predict which plotwill grow better and faster. Have them recordtheir predictions and reasoning on theirCompost Crop worksheets.

Step 6: Break each of the two groups intopairs of students and assign each pair a weekduring which they are gardeners. During thatweek, those students are responsible for visitingtheir group’s plot each day. They should water itand use the tape measure or ruler to record anychanges in plant growth on their Compost Cropworksheets. Create a gardener calendar for theclassroom to remind students when it’s their turnto watch over the plots.

Step 7: After 4 or 5 weeks, have the entireclass visit the garden plots again. Discuss whichplot’s plants grew faster. Ask student volunteers togently dig up one plant from each plot. Have thestudents examine and compare the root structuresof each plant. Have several students dig aroundin the plots’ soil, discuss the differences in textureor moisture they find, and have them notice howmany earthworms or bugs they find.

Step 8: If the vegetables in the plot are ripe,pick them and have a class snack from thecompost harvest.

1. Have students list the benefits of composting,both from the standpoint of preventing wasteand as a garden soil supplement.

1. Use the two garden plots as a lead-in to amore in-depth science lesson on soil andcompost. Compare the relative amounts ofmaterials in different soil samples. Have stu-dent volunteers collect a handful of soil fromeach plot. For each sample, fill a liter (orquart) jar about one-quarter full of soil, thenadd water to about the three-quarter level.Screw the lid on tightly and shake hard forabout a minute. Let the jars stand for severalminutes. The mixture will separate into lay-ers, with the largest particles (gravel andsand) settling on the bottom, and finer parti-cles (clay and silt) settling above. Organicmatter—leaves, twigs, and any animal mat-ter—will float on top of the water. Discussthe differences between the soil and com-post/soil plot samples. Explore thecomponents of your local soil and compost.

2. Have the students compile their measure-ments and recordings from their CompostCrop worksheets on the board. Dependingon the age group, ask all of the students tomake graphs charting the growth in eachplot. Ask them why plants in the compostplot grew more quickly.

3. Discuss the root structures of the plants fromthe different plots. Ask students if the plantfrom the compost plot was more developedin its root structure? Why?

4. Ask the students to think about the differ-ences in the soil of the two plots. Did theysee more earthworms in the compost plot?Why? Why would these creatures be attract-ed by the compost? How did the presence ofearthworms affect the growth of the plants?

5. Start a schoolwide compost bin using theappropriate wastes from school lunches.Have students decide which wastes can beadded to the compost pile and have differentclasses watch over and stir the pile eachweek. Have each participating class start asmall flower garden plot, using the compostas a soil amendment.

Ask students to pretend they are

world-famous gardeners giving

an interview about the secrets

of their success. How do they

make their plants grow so well?

Plot #1(just soil)

Plot #2(compost and soil)

Plot #1(just soil)


Plot #1(just soil)


Plot #1(just soil)


Plot #1(just soil)


CCoommppoosstt CCrroopp WWoorrkksshheeeett

PPlloott ## AAmmoouunntt ooffWWaatteerr AAddddeedd

SSooiill SSttaattuuss((HHooww IItt LLooookkssaanndd SSmmeellllss))

PPrreesseennccee ooffPPllaanntt GGrroowwtthh??WWhhiicchh PPllaannttss??

MMeeaassuurreemmeenntt ooffPPllaanntt GGrroowwtthh

((mmmm))

TThhoouugghhttss oorrOObbsseerrvvaattiioonnss

The Quest for Less Unit 2, Chapter 2, Composting

DDaayy 11

DDaayy 22

DDaayy 33

DDaayy 44

DDaayy 55

Name:

____________________________________

157


Grades 4-8

Step 1: Explain to the class what compost isand how it is made (refer to the Teacher FactSheet titled Composting on page 141). Discussthe use of worms, the need for and use oforganic waste, and other vocabulary words.During the course of this lesson, inform students of good and bad foods to use incomposting, as well as the reason why it is bet-ter to compost than to throw food scraps away.

Step 2: Place bin on top of two bricks andput tray under bin.

Step 3: Have the students tear each sheetof newspaper lengthwise into strips that are 1to 3 inches wide and place half of the pile inthe bin.

Step 4: Have the students multiply the num-ber of pounds of newspaper by 3 to determinethe total amount of water needed (a pint ofwater weighs a pound, and a gallon of water

WWoorrmmss aatt WWoorrkk

To teach students that food scraps and yard trimmingscan be made into compost instead of being thrown away.

Students will create a compost bin using worms andfood scraps and monitor changes in the bin over time.

• Large plastic bin (about 8 to 16 inches deep) withholes in the bottom for aeration

• Tray for underneath the bin• Two bricks or other large sturdy objects• 9 to 14 pounds of newspaper• One bag of potting soil• 1 pound of red worms• Food scraps (such as bread, vegetables, fruits,

eggshells, grains, coffee grounds, tea bags) Do NOTinclude meat, bones, mayonnaise, fish, peanut butter,candy, or nonfood items

• Tarp or drop cloth• Bucket or other carrying container• Household gloves (optional)• Copy of Vermicomposting Data Sheet for each student


CompostVermicompostingCastingsDecomposeBeddingOrganic

Setup: 1 hourFollow-up: 15 minutes to1 hour on an occasionalbasis

Science


weighs 8 pounds). Then add half of the water tothe bin with newspapers.

Step 5: Sprinkle two handfuls of soil and therest of the newspaper and water. Have the stu-dents mix the contents well and distribute evenlyin the bin.

Step 6: Gently place the worms on top of thebedding, spreading them evenly. Keep the binuncovered so the students will see the wormsmoving down into the bedding to avoid light.

Step 7: Use the attached data sheet to recordall activities surrounding the worm bin, includingthe date the bin was set up, the number ofworms (or pounds of worms) added to the bin,and the number of people contributing foodscraps (number of people in the class). For theremainder of steps for this activity, have studentsrecord the date and day food is added, includ-

ing the type of food and its weight, as well asthe amount of water added. The compost binshould always remain moist.

Step 8: Use food scraps that you broughtfrom home or that you asked students to bringfrom home or save from school lunch, and havestudents add them to the bin. Food can beadded daily, weekly, or monthly. Do not over-load the system; bury food relatively evenlyamongst the different “plots.” On the datasheet, instruct students to keep track of howmuch food they are providing the worms andwhere it is placed (see diagram on data sheet).

Step 9: Place a sheet of newspaper over thetop of the bin to prevent flies from circulatingnear the area. Store the bin in a cool place outof direct sunlight, and keep the lid tightly shut.

Step 10: Have students check the bin fre-quently as they add food scraps to see thechanges that occur. After a period of 3 to 6months, depending on the size of the container,most of the food and bedding will be trans-formed into worm castings, the nutrient-richwaste materials that worms excrete.

Step 11: In order to harvest the compost, orhumus, for use (if you choose to), you mustchange the bedding and temporarily remove theworms. Spread out a tarp or drop cloth in anopen area and dump out the entire contents of

Have students write a poem, such

as a limerick, that describes what

compost looks like and how it

feels when touched.

DDiivviiddee ccoommppoosstt mmaatteerriiaallss iinnttoo sseevveerraall

ccoonnee--sshhaappeedd ppiilleess((llaarrggeerr oonn tthhee bboottttoomm))..

SSccoooopp ooffff tthheemmaatteerriiaall ffrroomm tthheettoopp ooff tthhee ppiilleess..

PPuutt tthhee ccaassttiinnggss iinnttoo aaccoonnttaaiinneerr ttoo ccaarrrryy oouutt ttoo

tthhee ggaarrddeenn..

Step 11: How To Harvest Compost

1 2 3


the bin. Have students help you divide the materials into several cone-shaped piles (largeron the bottom, so the worms will burrow into itand avoid the light). Direct students to scoop offthe material from the tops of the piles, and putthe castings into a container to carry out to thegarden (see illustration on the previous page forhelp). Repeat this procedure until most of thecompost is harvested.

Step 12: Have students put worms back inthe bin, along with any uncomposted food andold bedding. Your class can start a new stock ofbedding and add in any additional worms tobegin the process again.

Step 13: Create a garden in which to use thecompost as a soil amendment, or use the com-post on the schools’ beds or lawn.

NOTE: Other critters may make their way intothe compost bin. Many are beneficial, includingmold, bacteria, sow bugs, beetle mites, whiteworms, snails and slugs, flies, round worms,and millipedes. You do NOT want the followingin your bin, however: flat worms, ground bee-tles, centipedes, ants, and pseudo scorpions. Ifyou find any of these organisms, start over.

1. Ask students to define and describe decomposition.

2. Ask students why it is beneficial to compostitems instead of throwing them away.

Ask the students to make observations about theworm bin each week. Do smaller pieces of foodtend to break down faster than larger ones?What does the compost smell like? What organ-isms do they notice? Are the worms multiplying?

1. Have students take the temperature of theworm bin once a week to determine the vari-ations that occur while food is composted.Use a thermometer that can measure up to170°F. Have the students create bar graphsshowing the increase or decrease in temper-ature over time.

2. Let students use a pH paper to test the acidi-ty of the worm bin once a week. Does thepH change based on the foods that areadded? Have the students keep a record ofthe foods that are added and the pH andchart a graph showing the correlation. If thesoil is too acidic, the worms may try to leavethe bin. Try adding a little lime.

3. Give students gloves to gently examine thecritters inside the bin once a week. You mightalso examine a sample of the soil under amicroscope (at the beginning of composting,bacteria are present that help break downthe food; later larger organisms such as sow-bugs and round worms play a larger role.)Obtain an identification guide to inverte-brates and insects and see how many youcan identify. Have students draw the differentkinds of critters and discuss the differences ineach (number of legs, body parts, function).

162

Date Day Weight Type Amount Buried Notesof food of food of water in site #added added added

VVeerrmmiiccoommppoossttiinngg DDaattaa SShheeeett

Date bin was set up:___________________________________________________________

Number of worms (or pounds of worms) added to bin: ____________________________

Number of people contributing food scraps on a regular basis: ____________________

On the back of this paper, draw the worm bin,including its dimensions, and assign plots to cer-tain sections so you can track decomposition offood placed in each numbered area.

Harvest date: _____________________________

Total days:________________________________

Total weight of food buried: _________________

Weight of uneaten food left over:_____________

Average weight buried per day: ______________

Name:

Example:

(If you run out of spaces, get an extra copy of this sheet from your teacher.)

163

Teacher Fact Sheet: Landfills. . 165

Teacher Fact Sheet:

Combustion . . . . . . . . . . . . . . 169

Luscious Layered Landfill

(Grades 1-4) . . . . . . . . . . . . . . . . . 173

A Landfill Is No Dump (Grades 3-6). . 177

Energy Expedition (Grades 4-6) . . . . 181

The Great Disposal Debate

(Grades 5-8) . . . . . . . . . . . . . . . . . 187

Greenhouse Gases Be Gone

(Grades 6-8) . . . . . . . . . . . . . . . . . 191

Unit 2, Chapter 2.4, Landfills and Combustion The Quest for Less

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Language Arts

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Art

Health

Communication

Reading

Research

Computation


Problem Solving

Motor Skills

Luscious LayeredLandfill

A Landfill Is NoDump!

EnergyExpedition

The GreatDisposal Debate

GreenhouseGases Be Gone

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165The Quest for Less Unit 2, Chapter 2.4, Landfills and Combustion

What Is a Landfill?A landfill is a large area of land or an excavatedsite that is specifically designed and built toreceive wastes. Today, about 56 percent of ourcountry’s trash is disposed of in landfills (EPA,2003). Items such as appliances, newspapers,books, magazines, plastic containers, packag-ing, food scraps, yard trimmings, and otherwastes from residential, commercial, and someindustrial sources can be disposed of in mmuunniiccii--ppaall ssoolliidd wwaassttee llaannddffiillllss. Municipal solid wastelandfills can also accept some types of haz-ardous waste, such as cleaning products, paint,and chemicals, as well as some industrial wastesfrom certain businesses. Many states and com-munities, however, promote the safe collection ofthese hazardous wastes through local programs.(See “Are There Landfills for Hazardous Waste?”on page 166 for more information.)

In the past, garbage was collected in ooppeenndduummppss. These uncovered and unlined sitesallowed lleeaacchhaattee, a liquid formed by ddeeccoommppooss--iinngg waste, to soak into the soil and ggrroouunndd wwaatteerr. Open dumps also attracted rodents and insects,

emitted odors, and created fire hazards. Most ofthese small and unsanitary dumps have beenreplaced by large, modern facilities that aredesigned, operated, and monitored according tostrict federal and state regulations. Today’s land-fills eliminate the harmful and undesirablecharacteristics of dumps to help protect publichealth and the environment.

In addition to being safer for the environmentand neighboring communities, these larger land-fills hold more trash than the dumps of the past.In 2001, about 1,850 municipal solid wastelandfills were operating in the United States (EPA,2003). While this number is significantly smallerthan the number of landfills 25 years ago, newlandfills—often called megafills due to theirsize—can accommodate significantly moregarbage. This greater capacity is necessary tokeep up with the steady growth of mmuunniicciippaallssoolliidd wwaassttee.

Landfills

KKeeyy PPooiinnttss

• Landfills are the most common form of

waste disposal and are an important

component of an integrated waste man-

agement system.

• Federal landfill regulations have eliminat-

ed the open dumps of the past. Today’s

landfills must meet stringent design,

operation, and closure requirements.

• Landfills that handle hazardous wastes

are specially designed with two sets of

liners and two leachate detection systems.

• After a landfill is capped, the land may

be used for recreation sites such as

parks, golf courses, and ski slopes.

• Methane gas, a byproduct of decom-

posing waste, can be collected and used

as fuel to generate electricity.

Cross Section of a Landfill

Protective liner

Leachate collection and removal system

Daily earth cover

Compacted solid waste



Daily earth cover

Daily earth cover

Final earth cover plus syntheticliner and compacted clay


Compacted soil (clay)

VegetativeCover

166 Unit 2, Chapter 2.4, Landfills and Combustion The Quest for Less

How Does a Landfill Work?A typical modern landfill is lined with a layer ofclay and protective plastic to prevent the wasteand leachate from leaking into the ground orground water. The lined unit is then divided intoddiissppoossaall cceellllss. Only one cell is open at a time toreceive waste. After a day’s activity, the garbage isccoommppaacctteedd and covered with a layer of soil tominimize odor, pests, and wind disturbances. Anetwork of drains at the bottom of the landfill collects the leachate that flows through thedecomposing waste. The leachate is sent to alleeaacchhaattee rreeccoovveerryy ffaacciilliittyy to be treated. Methanegas, carbon dioxide, and other gases producedby the decomposing waste are monitored and collected to reduce their effects on air quality.

Landfills are regulated by federal and state laws.The federal laws dictate where landfills can belocated, such as away from unstable land proneto earthquakes or flooding, and require them to

be lined and have a lleeaacchhaattee ccooll--lleeccttiioonn ssyysstteemm. In addition, landfillowners must monitor and collectexplosive gases; regularly testnearby ground water; and com-pact and cover waste with a layerof soil on a daily basis.

In addition to federal regulations,each state has its own landfillrequirements, which are often morestringent than the federal laws.Many states require landfill opera-tors to obtain a license and presenta plan for how the site will be safe-ly closed, even though the closingdate might be 50 years in thefuture. Furthermore, federal lawrequires landfill owners to set asidethe money to close the landfillproperly and support ongoingmonitoring activities. Once a land-fill is capped (closed), the operatormust monitor the site for gas andleachate for a minimum of 30years after the closing date.

What Are the Benefits ofLandfills?In addition to providing a cost-effective, safemethod to dispose of ever-increasing amountsof trash, landfills often provide other services tothe community. For example, some landfills col-lect methane, a gas created by decomposing

Are There Landfills for Hazardous Waste?In 2001, more than 1 million tons of hazardous waste was dis-posed of in landfills or surface impoundments. Hazardous wasteis toxic, ignitable, corrosive, or reactive, or generated from cer-tain industries or manufacturing processes. When it comes todisposing of hazardous waste in landfills, EPA takes additionalsteps to ensure environmental safety and human health.

While landfills that accept solid waste have a clay and plasticliner and a leachate system to prevent leakage, landfill ownersthat accept hazardous waste must take extra precautions. Forexample, a hazardous waste landfill must have two sets of lin-ers, one consisting of a special plastic, and the other composedof both plastic and a thick layer of soil material. In addition, alandfill accepting hazardous waste must have two leachatedetection systems instead of just one.

Before hazardous waste even reaches a landfill, however, itmust be treated differently than solid waste. If hazardous wasteis bound for disposal in a landfill, it is regulated under EPA'sLand Disposal Restrictions program. Through this program, haz-ardous waste must undergo treatment that will destroy orimmobilize its hazardous components before it is sent to a land-fill. For example, when a business generates hazardous waste, itmust either treat that waste itself, or send it to a special facilityfor treatment, before sending the waste to a landfill.


garbage that can contribute to gglloobbaall cclliimmaatteecchhaannggee, and convert it into an energy source. Inaddition, after a landfill is capped and a certainamount of time has passed, the land might bereused for parks, ski slopes, golf courses, andother recreation areas.

What Are the Challenges ofLandfills?Though regulations have made landfills safer tothe public and the environment, public opposi-tion, high land prices, and environmentalconcerns can make it difficult to find suitableplaces for new landfills.

Landfills can pose other problems if not properlydesigned or managed. If a liner leaks, for exam-ple, the underlying soil and ground water canbecome contaminated. Additionally, since land-fills are often located in remote areas, wastemust be hauled long distances, which mightresult in environmental impacts from increasedtruck traffic (e.g., air pollution) and noise from

truck traffic and the use of equipment onsite.Additionally, landfills often compete for localgarbage within a given municipality.Competition can lead to reduced support forrecycling and other waste reduction programs.

Issues also might arise if a landfill is locatedclose to a community. Many people do not wantlandfills near their homes. The NIMBY (Not inMy Backyard) attitude can make finding a land-fill site very challenging.

What Are Some Emerging Trends?Increased waste generation requires landfilloperators and managers to constantly evaluateand improve current disposal methods. Onestrategy to speed the rate of decomposition oflandfill waste is to recirculate the collectedleachate by pouring it over the cells and allow-ing it to filter through the rotting garbage.

Another trend that is becoming common forlandfill operators is collecting methane gas fromthe landfill and using it as the energy source topower the landfill or selling it to a local utilityprovider, company, or even greenhouses. Thisprocess allows landfills to reduce their depend-ence on precious ffoossssiill ffuueellss and save money.

A new trend that is gaining attention is llaannddffiillllrreeccllaammaattiioonn, in which old cells are excavated torecover recyclable items. This process, in whichrecovered recyclables, soil, and waste can besold, reused, or burned as fuel, is a newapproach used to expand landfill capacity andavoid the cost of acquiring additional land.

Putting Landfill Gas to Use1 million tons of waste within a landfill cre-ates 550,00 cubic feet per day of landfillgas, or one megawatt of electricity. That isenough to power 700 homes for a year.Removing that much methane gas from theatmosphere is equal to taking 8,800 carsoff the road for a year.

(Source: EPA’s Landfill Methane Outreach Program, www.epa.gov/docs/lmop-pres-12-22-03.ppt)

Landfill Facts• The first garbage dump was created in 500 BC by the ancient Greeks in Athens. Residents were

required to take their trash at least 1 mile away from the city walls to dump.

• Paper takes up as much as 50 percent of all landfill space. Recycling 1 ton of newspapers wouldsave 3 cubic feet of that space.

• In a study of waste buried for more than 15 years, Professor William Rathje of the University ofArizona found legible newspapers and chicken bones with meat still on them, proving that wastedoes not decompose completely in a landfill.

(Sources: The League of Women Voters’ Garbage Primer, 1993; Rubbish! The Archaeology of Garbage by WilliamRathje, 1990; Anchorage Recycling Center, 2000)



Visit the following Web sites for more information on municipal solid waste landfills:

• U.S. Environmental Protection Agency (EPA): <www.epa.gov>• U.S. EPA, Office of Solid Waste site on disposal: <www.epa.gov/epaoswer/non-hw/muncpl/

disposal.htm>• U.S. EPA Landfill Methane Outreach Program: <www.epa.gov/lmop>• National Solid Waste Management Association: <www.nswma.org>• Solid Waste Association of North America: <www.swana.org>

For more information on the disposal of hazardous waste in landfills, visit:

• U.S. EPA, Office of Solid Waste site on Land Disposal Restrictions:<www.epa.gov/epaoswer/hazwaste/ldr>

• U.S. EPA, Office of Solid Waste site on RCRA Hotline Training Modules (hazardous waste landdisposal units): <www.epa.gov/epaoswer/hotline/modules.htm>

To order the following additional documents on municipal solid waste, call EPA toll-free at (800)490-3198 (TDD 800 553-7672) or look on the EPA Web site <www.epa.gov/epaoswer/osw/publi-cat.htm>.

• Sites for Our Solid Waste: A Guidebook for Public Involvement (EPA530-SW-90-019).• Safer Disposal of Solid Waste: The Federal Regulations for Landfills (EPA530-SW-91-092)• Decision-Makers’ Guide to Solid Waste Management, Volume II (EPA530-R-95-023)• A Collection of Solid Waste Resources on CD-ROM


What Is Combustion?Recycling, composting, and source reduction arevital activities for effective solid waste manage-ment, but 100 percent of people’s trash cannotbe handled by these methods. The remainingwaste must be deposited in landfills or combust-ed (burned). Because of limited space, landfillsare not always a viable option in many cities,making combustors (commonly referred to asincinerators) an important part of a community’sintegrated waste management system. Burninggarbage can decrease the volume of wasterequiring disposal by 70 to 90 percent.

Before the late 1970s, many people burnedgarbage in their backyards and in simple privateand municipal combustors. These methods didnot burn garbage completely, however, and

allowed pollutantsto escape into theatmosphere. Withthe passing of theClean Air Act, com-bustor owners hadto develop moreeffective methods ofpollution control.Today’s municipalwaste combustors

release significantly less pollutants into the airthan the “backyard burners” and simple com-bustors. More than 100 municipal wastecombustor plants currently exist nationwide, andnearly 20 percent of the municipal solid wastegenerated in the United States is combusted.

How Do Municipal WasteCombustors Work?Municipal waste combustors disposeof trash by burning it at high temper-atures. Not all municipal wastecombustors are designed alike, butthey function in a similar manner.Typically, a facility collects waste in agarbage receiving area or pit, wherethe garbage is mixed by a crane. Thecrane operator looks for large itemsthat are not suitable for combustion

Combustion

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• Municipal waste combustors burn waste

at high temperatures to reduce its volume.

• Municipal waste combustors reduce the

volume of garbage by 70 to 90 percent.

• Ash is a byproduct of combustion that

must be disposed of in landfills or

reused.

• Air pollution control equipment helps

reduce air emissions.

• The heat produced by burning waste in

municipal waste combustors can be

recovered as useful energy.

• Specially designed incinerators can be

used as a means of handling hazardous

waste. The burning process reduces

the toxicity of organic compounds in

the waste.

Facts about Municipal WasteCombustors• Fire in the boiler of a combustor is often as hot as flow-

ing lava (between 1,800 and 2,200 degrees Fahrenheit).

• In 1874, a new technology called “the destructor” provided the first combustor of municipal garbage inEngland.

• The first garbage incinerator in the United States wasbuilt on Governor’s Island, New York, in 1885.

(Sources: Integrated Waste Services Association, 2000; Rubbish! TheArchaeology of Garbage by William Rathje, 1990)


(e.g., batteries and refrigerators) and removesthem from the pit. The crane operator also usesthe crane to lift piles of garbage into a largechute. From the chute, garbage falls into a com-bustion chamber or furnace and then movesalong a series of sloping grates that work likeconveyer belts. The garbage is burned as itmoves forward.

After garbage is burned, some matter remains inthe form of ash. There are two types of ash: bot-tom ash and fly ash. Bottom ash is the heavier,nonburnable material, such as glass and metal,that falls through the grate after burning. Largepieces of metal accumulate in this ash and areextracted from the ash with magnets. Bottom ashaccounts for about 75 to 90 percent of ash pro-duced by incinerators. Fly ash includes lighterparticles that rise with hot gases as the garbageis burned and are captured by air pollution con-trol equipment in the stacks. All ash generatedby combustion facilities must be tested to deter-mine if it is hazardous. If it is hazardous, the ashis subject to special hazardous waste disposalregulations. If the ash is nonhazardous, it may

How Typical Combustion Facilities Work

1. Tipping area for trucks2. Refuse pit3. Refuse crane4. Hopper, which sends waste to

combustion zone5. Primary combustion zone6. Underfire air7. Furnace

8. Heat exchanger9. Turbine

10. Scrubber, to remove acidgases

11. Fly ash and dust collector12. Stack13. Bottom ash and fly ash

collection and transport

Hazardous Waste CombustionIn addition to combustion facilities that acceptmunicipal (nonhazardous) waste, speciallydesigned incinerators, boilers, and industrialfurnaces, can burn hazardous waste.Hazardous waste, which is toxic, ignitable,corrosive, or reactive, can be produced bybusinesses or manufacturing operations.Combustion has some key advantages as ameans of managing hazardous waste. First,burning hazardous waste reduces the volumeof waste by converting solids and liquids toash. Second, the burning process destroystoxic organic compounds in waste. Third, dis-posal of the ash in a landfill is safer and moreefficient than disposal of untreated hazardouswaste. The ash generated from hazardouswaste combustion must be tested and, if foundto be hazardous, must be treated for remain-ing toxicity before it is disposed of in a landfill.


be deposited in landfills specially designed tostore it. Currently, studies are under way to inves-tigate ways to reuse ash; for example, to replacesoil as a landfill cover (generally applied at theend of each day to minimize odor, pests, andwind disturbances). Ash might also be used inroad and building construction and as part ofartificial offshore reefs. Whether the leftover ashis recycled or landfilled, it takes up much lessspace than the same materials in their originalform.

What Are the Benefits ofMunicipal Waste Combustors?Most municipal waste incinerators in the UnitedStates generate energy in the form of electricitybecause certain materials, such as paper, plas-tics, wood, and packaging, make excellentfuels. Producing this energy has about the sameenvironmental impact as energy produced fromnatural gas and less of an environmental impactthan energy produced from oil or coal. In otherwords, generating energy from municipal wastecombustors contributes no more pollution—andsometimes less—than processes generatingelectricity using natural gas, oil, or coal. Waste-

to-energy plantsalso reduce theneed to generateelectricity from non-renewable naturalresources such asoil and coal.

What Are the Challenges ofMunicipal Waste Combustors?Although technologies to control pollution haveimproved significantly, burning certain materialsstill produces chemicals that contribute to airpollution. To minimize emissions of air pollutantsinto the atmosphere, municipal waste incinera-tors use special equipment (e.g., scrubbers anddust collectors) to remove pollutants. To protectair quality and monitor the hazardous con-stituents in ash, EPA established regulations thatapply to all large municipal solid waste units(those with the capacity to burn more than 250tons of garbage per day). The regulations signif-icantly reduce toxic air emissions such as dioxin,acid gas, lead, cadmium, and mercury.

Many people do not want incineration sites neartheir homes. The “NIMBY (Not In My BackYard)” attitude makes finding appropriate sitesfor municipal waste combustors a challenge formany municipalities. There are, however, oppor-tunities for the public to participate in decidingwhere a combustor will be located. Officialsmust hold a public meeting to inform the com-munity about the size of the proposedcombustor, as well as the amount of waste gen-eration and ash to be discarded.



Visit the following Web sites for more information on municipal and hazardous waste combustion andsolid waste:

• U.S. Environmental Protection Agency (EPA): <www.epa.gov>• U.S. EPA, Office of Solid Waste site on disposal:

<www.epa.gov/epaoswer/non-hw/muncpl/disposal.htm>• Integrated Waste Services Association: <www.wte.org>• Solid Waste Association of North America: <www.swana.org>

To order the following additional documents on combustion and solid waste, call EPA toll-free at (800) 490-9198 or look on the EPA Web site <www.epa.gov/epaoswer/osw/publicat.htm>.

• Decision-Makers’ Guide to Solid Waste Management, Volume II (EPA530-R-95-023).• Sites for our Solid Waste: A Guidebook for Public Involvement (EPA530-SW-90-019)• A Collection of Solid Waste Resources on CD-ROM (EPA530-C-98-001)

The Quest for Less Unit 2, Chapter 2.4, Landfills and Combustion 173

Grades 1-4

Step 1: Refer to the Teacher Fact Sheettitled Landfills on page 165 for backgroundinformation. Explain the purpose of a landfillto students and explain that they will constructtheir own model landfills in class. Copy anddistribute the Anatomy of a Landfill handout.Using the handout, go over each layer’sname and function with students.

Step 2: Distribute a cup and five chocolatesandwich cookies to each student. Explain thatthe cup represents an excavated hole in theground.

Step 3: Have students carefully “unscrew”two of their cookies so that one half has whitecream and the other is bare. Students shouldhave two cookie halves with white cream andtwo cookie halves without cream. Crush thebare cookie halves into small pieces and put

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To teach students how a modern landfill functions (thatis, how its many layers contain garbage and preventleakage into soil or ground water).

Students will construct edible models of a landfill tolearn about its different layers and their functions.

• One 8-ounce pliable clear plastic cup per student• Five chocolate sandwich cookies per student• One 8-ounce box of raisins• One fruit rollup per student• Two graham crackers per student• Two red licorice sticks per student• One package of birthday candles• One set of matches• One scoop of chocolate ice cream (or pudding)

per student• Two tablespoons of whipped cream per student• One plastic knife per student• One plastic fork per student• One handful (per student) of a variety of small chewable

candies (e.g, chocolate, peanut butter, fruit)• One copy of Anatomy of a Landfill handout per student


LandfillClay linerPlastic linerLeachateLeachate collection pipesMethaneDecomposeRodent

1 hour

science

social studies

Unit 2, Chapter 2.4, Landfills and Combustion The Quest for Less174

them into the cup. Explain that the crushedcookies represent a layer of soil that is placed inthe bottom of real landfills.

Step 4: Next, have the students take thecookie halves with white cream and break themup into two or three pieces. Direct students toplace the pieces in the cup with the white creamface up. These pieces represent a layer of claythat is put on top of the soil in real landfills.

Step 5: Have students use the plastic knife tocut their fruit rollups to roughly fit the size of thetop of cup and slide them into place (will push upon sides) on top of the cookies to represent aplastic liner. Plastic liners prevent leachate fromescaping from a landfill into the ground. Leachateis liquid created when trash decomposes.

Step 6: Have students crush and add theirgraham crackers to represent a sand layer. Thislayer is used to prevent liquids in landfills fromseeping out.

Step 7: Have students place raisins on top torepresent a layer of pebbles. Like the sand layer,pebbles provide further protection againstleachate leaks.

Step 8: Have students rip the licorice sticks inhalf and bite off both ends to represent leachatepipes. Stick pipes into pebble layer. These pipes col-lect any leachate that collects on top of the liners.

Step 9: Ask students to sprinkle the candies ontop of the raisins. The candies represent pieces ofgarbage. Ask students to think about what hap-pens when a landfill or “cup” is filled up withtrash or “candies”? How can they reduce theamount of trash that they send to the landfill?(Refer to the Teacher Fact Sheet titled Recyclingon page 101 for background information.)

Step 10: Give each student a scoop of icecream on top of the candies. Then, have the stu-dents add one more layer of candies on top ofthe ice cream. The ice cream layer represents theseepage created from rain seeping through thegarbage. Explain that in a real landfill, more lay-ers of garbage or “candies” are placed on thelandfill each day, so that liquid from the decom-position of the trash is continually created.

Step 11: Direct students to “unscrew” theirtwo remaining cookies and crush another layerof the bare cookie halves, without the cream,on top of the candies and ice cream to repre-sent soil again. (Students can eat the othercream-covered cookie halves.) This layerreduces the amount of rain water that reachesthe garbage.

Step 12: Each student should use a layer ofwhipped cream to “cap” the landfill or cover it(as would a plastic cap) in order to preventodor, insect, and rodent problems.

Step 13: In front of the class, stick a candledeep into your own edible “landfill” and light it.Explain that the candle represents the methanegas recovery system, which draws methane gasfrom the decomposing garbage. The flame rep-resents energy that can be generated by burningthe captured methane gas.

Step 14: Have students eat their landfills as asnack. When they get to the bottom of their cup,ask students to notice whether their cookie or“soil” layer is dry, or whether the ice cream or“leachate” leaked past the many layers and thefruit roll-up liner to soak the cookies. Remindstudents that if they built their landfill correctly,their cookies will be dry, just as in a real landfillthe soil remains protected from leachate.

Ask students to list some common

items that they throw away. What

do they think people threw away

100 years ago? Ask them to predict

what we will throw away in the

future. What would they expect to

find in a landfill in another country

(pick a country)? Ask students to

compare these answers with the

United States.

The Quest for Less Unit 2, Chapter 2.4, Landfills and Combustion 175

1. After enjoying the luscious layered landfill asa snack, ask the students if they rememberthe purpose of all the different parts, such asthe fruit roll-up, the licorice, the cookies, andyour candle.

1. Contact a landfill in your community andtake a tour. Ask to hear about all the differ-ent parts of the landfill. If your landfillrecovers methane for energy, ask for a tourof the plant.

2. Have students conduct a survey of friendsand family asking them where their garbagegoes. Have them record peoples’ responsesand determine whether they are wellinformed. In class, discuss the survey results.

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Unit 2, Chapter 2.4, Landfills and Combustion The Quest for Less176


Grades 3-6

Step 1: Photocopy and distribute LandfillLog worksheets to each student. Bring in somesmall pieces of garbage from your home,such as potato peels, apple cores, newspaper,and plastic yogurt containers. Introduce thefollowing topics or concepts (refer to theTeacher Fact Sheets titled Solid Waste on page47 and Landfills on page 165 for backgroundinformation):

• Trash generation and disposal.

• How trash has been disposed of in the pastand how it is disposed of now.

• Explain, in general terms, how a landfillworks.

• Define each of the key vocabulary wordsused in the lesson.

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To teach students where garbage goes and explain thedifference between unlined trash “dumps” of the pastand today’s specially designed landfills.

Students will construct models of an old-fashioned“dump” and a modern landfill in class and observe theirdifferences.

• Two plastic colanders (9 inches wide by 4 inches deep)• Two cake pans (9 inches)• One 10-pound bag of garden soil• One 32-ounce bottle of distilled water• Small pieces of typical home-generated garbage

(see below)• One package of modeling clay• One roll of colored (red) crepe paper• Clear tape• One measuring cup• One pair of scissors• One package or roll of litmus (pH) paper• One copy of the Landfill Log worksheet for each student

Landfill creation: 1 hourObservation over 4weeks: 15 to 20 minuteseach week

science

social studies

Observation/classificationProblem solving

OrganicMunicipal solid wasteLandfillLeachateGroundwaterTurbiditypH


Step 2: Begin the exercise by asking a student volunteer to line one colander with flat-tened modeling clay, patting it out flat like a piecrust. Explain that this represents the liner of asanitary, modern landfill. Do not line the secondcolander. Note that it represents an old-fash-ioned, unsanitary dump.

Step 3: Have several students cut the differ-ent garbage items you brought in from homeinto small pieces, about 2 inches square.

Step 4: Have a few student volunteers placethis trash and the garden soil in the colanders inalternate layers until the colanders are full. Foreach layer, add 1 inch of garbage covered by1/4 inch of dirt. Add several strips of red crepepaper as one layer toward the bottom of thecolanders and cover them with more dirt. (Thered crepe paper will emphasize the seepage ofwater through the unlined dump.)

Step 5: Place cake pans under the colandersto collect the seepage.

Step 6: Have students simulate “rain” on the“landfills” by pouring 1 cup of water onto eachcolander twice a week for 4 weeks. Ask studentsto observe the changes that take place. Pay par-ticular attention to any water that collects in thecake pans. The unlined colander’s seepageshould be observable and colored by the crepepaper. The lined colander should not leak.

Step 7: After every “rain” session, have thestudents use a measuring cup to measure thewater that leaked out of the unlined colander.Have students observe and record the water’scolor and turbidity. Ask for volunteers to test thepH of the collected water with litmus paper. Askstudents to record results and observations intheir Landfill Logs. For comparison purposes,have students test and record the pH of the distilled water.

Step 8: Next, have student volunteers put the“dirty” water from the unlined colander in aplastic cup. Fill another plastic cup with distilledwater.

Step 9: Ask students to pretend that the dirtywater or “leachate” had escaped an unlinedlandfill and reached surrounding plants and ani-mals. Ask them what effect they think the liquidwould have on animal or plant life. Ask studentsto predict how a piece of celery (representing aplant) would react to the leachate or “dirty”water.

Step 10: Insert two pieces of celery—oneinto the leachate cup and one into the distilledwater cup. Point out to students how the celerystalk absorbs all of the color from the crepepaper, or dirt and toxins, of the leachate. Havestudents record observations about the processand the differences between the two pieces ofcelery.

Ask students to write a haiku

or sonnet about where their

garbage goes.


1. Ask students to explain the differencesbetween the mini-landfills.

2. Ask students to refer to their Landfill Logs.How did the color, turbidity, and pH of theleachate and the distilled water differ? Why?

3. Have students describe how an unlined land-fill or “dump” can pollute ground water andsurrounding soil.

4. Ask students to decide which landfill is betterfor the environment and why. Which kind ofdisposal facility would they rather have intheir neighborhood?

5. Ask students to define the key vocabularywords of this lesson. Conduct a spelling beeusing these words.

1. Take a field trip to a local landfill. Have kidstour the facility and learn firsthand how itoperates. When you return, have studentswrite a paragraph about their visit, includingfive new facts about landfills that theylearned.

2. Contact your state solid waste or environ-mental agency to find out how many landfillsare in your state. If one is located near you,ask how many tons of trash it accepts perday or per year and its lifetime maximumcapacity. Have students use data obtainedfrom the agency to calculate how quickly thelandfill is filling up. Have students makegraphs to show how much longer it canaccept garbage at its current rate.

Landfill LogName:

______________________________________

Observations

Celery in Celery in Leachate Distilled Water

Amount of pH of Turbidity of (one-time (one-time Date Leachate pH of Leachate Distilled Water Color of Leachate Leachate observation) observation)

Week 1 ½ cup 9 7 brown and red murky and filled Rain 1 with particlesRain 2

Week 2Rain 1Rain 2

Week 3Rain 1Rain 2

Week 4Rain 1Rain 2



Grades 4-6

Step 1: Distribute one copy of the EnergyExpedition worksheet to each student.Introduce the concept of energy—what it is,what it’s used for, and where it comes from.Next, discuss the link between energy andtrash; explain how we can capture methanegas from landfills to burn as energy for thecommunity or local businesses. In addition,discuss how we can capture energy by burn-ing our trash in combustion facilities. Refer to

the Teacher Fact Sheets titled Landfills onpage 165 and Combustion on page 169 forbackground information.

Step 2: Depending on student ability levels,use the Teacher Answer Key to go over the keyvocabulary of this activity in advance, dis-cussing each word and its meaning with theclass. This will help them correctly completethe written activity later.

Step 3: Direct students to complete theEnergy Expedition worksheet, working eitherindividually or in pairs.

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To introduce students to the concept of energy andteach them about its connection to trash.

Students will complete the Energy Expedition worksheetindividually or in pairs.

• One photocopy of the Energy Expedition worksheet per student

• One pencil or pen per student ReadingProblem solving

PotentialFossilCoalGasTrash

CombustionMethaneSolarWaterOil

1 hour

science

languagearts

182

1. Collect the Energy Expedition worksheetsand assess students’ work.

Have students keep an energy diary

for one week. Ask them to record

every time they use energy in a day

(for example, turning on lights, using

a car or bus). Where could they

have saved energy (for example, rid-

ing a bike instead of using a car)?

AACCRROOSSSS1. A type of energy. The word describes something that’s “possible,

but not certain.”

4. The process of burning a material or substance. It’s another wordfor “incineration,” and its letters might “bust!”

6. A liquid that we can control and direct to generate energy. You mightdrink it or swim in it.

7. A substance that is neither liquid, nor solid, but can be removedfrom the Earth and used to generate power.

8. A hard, black substance that we burn for fuel.

10. A word describing energy from the sun. It rhymes with “polar.”

DDOOWWNN2. It’s another word for unwanted material that you throw out into a

container every day. You might set it out on the curb or throw it in adumpster.

3. The hard rock-like remains of prehistoric animal and plant life, such asdinosaurs, which we sometimes discover in the Earth’s crust.

5. A natural gas that is generated by garbage decomposing in a landfill.Live animals can produce this gas as well...such as a cow burping!The word ends in “ane,” but it’s not “propane.”

9. The liquid that we pump from the Earth’s surface to burn for fuel.This work also applies to a product we often use in cooking.

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P O T E N T I A L

F

S

S

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oil

combustion

trash

solar

gas

potential

fossil

methane

coal

water

2. Ask students to list at least four differentsources of energy.

R

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SC O M B U T I O N

1. Visit a waste-to-energy facility as a field trip.Have students write summaries that explainhow the facility works.

2. Divide the class into groups and assign themeach an energy concept (such as those intro-duced in the Energy Expedition worksheet.)Ask each group to conduct research on theirtopic and prepare a presentation to teach theclass about their findings.

3. Conduct a spelling bee using the energywords featured on the Energy Expeditionworksheet.

Unit 2, Chapter 2.4, Landfills and Combustion The Quest for Less

WWeellccoommee EEnneerrggyy EExxpplloorreerr!!

You’re about to set out on a mission

to investigate ENERGY, including its

uses, sources, and connection to

our trash. If you accomplish your

mission, you’ll be promoted to an

Energy Expert—and you’ll be able to help

your family and friends understand how

important energy is to them and their

way of life. This mission is not easy,

however, and it will take all of your

concentration and effort to crack

the energy mystery. Good luck!

Directions:: YYoouurr ffiirrsstt ttaasskk iiss ttoo ccoommpplleettee tthhee EEnneerrggyyCCrroosssswwoorrdd PPuuzzzzllee bbeellooww uussiinngg tthhee cclluueess pprroovviiddeedd..OOnnccee yyoouu hhaavvee ffiilllleedd iinn tthhee ccrroosssswwoorrdd ppuuzzzzllee,, yyoouu’’llllhhaavvee aa lliisstt ooff tteenn iimmppoorrttaanntt eenneerrggyy vvooccaabbuullaarryy wwoorrddss..

AACCRROOSSSS

1. A type of energy. The word describes something that’s“possible, but not certain.”

4. The process of burning a material or substance. It’s anotherword for “incineration,” and its letters might “bust!”

6. A liquid that we can control and direct to generate energy. You might drink it or swim in it.

7. A substance that is neither liquid, nor solid, but can beremoved from the Earth and used to generate power.

8. A hard, black substance that we burn for fuel.

10. A word describing energy from the sun. It rhymes with“polar.”

DDOOWWNN

2. It’s another word for unwanted material that you throwout into a container every day. You might set it out onthe curb or throw it in a dumpster.

3. The hard rock-like remains of prehistoric animal andplant life, such as dinosaurs, which we sometimes dis-cover in the Earth’s crust.

5. A natural gas that is generated by garbage decomposingin a landfill. Live animals can produce this gas aswell...such as a cow burping! The word ends in “ane,” butit’s not “propane.”

9. The liquid that we pump from the Earth’s surface toburn for fuel. This word also applies to a product weoften use in cooking.

Name:



Directions:: GGrreeaatt jjoobb!! YYoouu’’vvee nnooww lleeaarrnneedd tteenniimmppoorrttaanntt eenneerrggyy vvooccaabbuullaarryy wwoorrddss!! RReeaadd tthhee ssttoorryybbeellooww ttoo lleeaarrnn mmoorree aabboouutt eenneerrggyy aanndd bbeeccoommee aannEEnneerrggyy EExxppeerrtt.. YYoouu mmuusstt ddeetteerrmmiinnee wwhhiicchh ooff yyoouurr tteennvvooccaabbuullaarryy wwoorrddss ggooeess iinn eeaacchh bbllaannkk.. RReemmeemmbbeerr,,ssoommee wwoorrddss wwiillll bbee uusseedd mmoorree tthhaann oonnccee.. AAfftteerr yyoouuhhaavvee ffiilllleedd iinn aallll ooff tthhee bbllaannkkss,, yyoouu’’llll hhaavvee ssuucccceessss--ffuullllyy ccoommpplleetteedd yyoouurr eenneerrggyy mmiissssiioonn!!

WWhhaatt iiss EENNEERRGGYY??Energy is one of the most important parts of our world—itmakes things happen. Energy means the “ability to dowork.” Did you know that you use energy every day?Every time you flip a light switch on; use hot water; or ride in acar, bus, train, or plane, you are using energy. Each time youwatch TV or use a computer, you are using energy. All of the clothes that you wear, toys you play with,and food you eat are products made from processes that require energy.

There are two different types of energy:

• Energy that is stored is called __________ energy.

• Energy that is moving is called kinetic energy.

Let your pencil rest on your desk. Right now, if it’s not moving, your pencil has________(same as pre-

vious blank) energy. Now, tap it lightly so that it rolls across your desk. Since it’s moving, the pencilnow has kinetic energy.

WWhheerree ddooeess EENNEERRGGYY ccoommee ffrroomm?? There are many different sources of energy on Earth and there are many different ways that we cantap into those sources and make the energy work for us—creating power, electricity, and heat.

One source of energy upon which we rely heavily are__________ fuels. How were these fuelsformed? Millions of years ago, ancient plants absorbed the energy from the sun and converted itinto more plants. Ancient animals, like dinosaurs, ate the plants and converted the plant’s energyinto body mass. When the animals and dinosaurs died, their remains collected in the ground, and,over millions of years, decomposed into a source of fuel.

What are some__________ (same as previous blank) fuels? Coal, oil, and natural gas are threeimportant fuels that are derived from the Earth and the stored energy of organic remains.

_________ started out as a spongy, brown material called “peat,” which consists of the decomposedorganic matter of ancient animals and plants. Geologic forces buried the peat deep under the Earth’ssurface, where it was further packed down by heat and pressure. The compressed peat was eventuallyconverted to__________(same as previous blank). We burn__________ (same as previous blank) to heat our homes and run electrical machinery. About 20percent of the energy we use comes from ________(same as previous blank).

__________ is formed deep within the Earth’s surface in rocks that are fine-grained and rich in theorganic remains of once-living animals. The oldest__________(same as previous blank) -bearingrocks date back more than 600 million years. __________ (same as previous blank) is burned tofuel vehicles and heat homes. About 45 percent of the energy we use comes from__________(same as previous blank).

EEnneerrggyy SSttoorryy


Natural _____ is a colorless, odorless fuel produced by drilling into the Earth’s crust where it wastrapped hundreds of thousands of years ago. Once it is brought to the surface, it is refined andpurified to remove water, other gases, and sand. Next, it’s transported through large metalpipelines that span the continent. Natural ______ (same as previous blank) is used for heating,cooling, and the production of electricity.

HHooww iiss EENNEERRGGYY ccoonnnneecctteedd ttoo ttrraasshh??While these sources of energy continue to serve us well, they are known as nonrenewable resourcesthat will eventually be used up. Once we use all of our supplies, we will have to depend on newsources of energy. We’re already looking for new energy sources so that we can conserve those thatcome from within the Earth. That’s where_______ comes in. Did you know that you can get energyfrom _________(same as previous blank)? There are two ways that we can use our_______ (same as

previous blank) to make energy.

In one method,________(same as previous blank) is taken to a waste-to-energy facility. These facilitiesburn the ________ (same as previous blank) during a process called________________. This processgenerates heat that can be converted to fuel and electricity. Waste-to-energy facilities take a largeamount of trash and make it smaller by burning it. This reduces the amount of trash that piles up inour landfills, which is better for the environment.

A second way for us to use trash for energy involves the garbage that we dispose of in landfills. Asthis trash decomposes, it produces ___________ gas. Too often, this valuable source of energy isnot used. Now, however, over 150 landfills in the United States are using the gas, captured by aspecial pipe system set up in the landfill, to generate electricity; provide fuel for factories, schools,and other facilities; and to produce natural gas for general distribution.

AArree tthheerree aannyy ootthheerr ssoouurrcceess ooff EENNEERRGGYY??In addition to using the energy we generate from our garbage, there are other ways we can harnessthe renewable energy sources that surround us. Here are two other important energy sources that weare just beginning to use in place of fossil fuels.

The light that comes to the Earth from the sun is pure energy. Nearly all other sources of energy origi-nally got their energy from the sun. Organic matter, like plants, convert __________ energy intoleaves, flowers, and fruits. We can also use energy from the sun to heat our homes and buildings withspecial __________ (same as previous blank) panels that capture and convert the light into energy.

Hydroelectric power is generated by harnessing __________. When __________ (same as previous

blank) falls or runs downhill, it can be used to run turbines or large water wheels at mills and facto-ries, which generate electricity.

Now you understand how our trash can help us generate power and electricity.In addition, you’ve learned all about our use of energy on this planet and the many

different sources we can turn to for energy use in the future.


Grades 5-8

Day 1

Step 1: Introduce the concept of the mod-ern landfill and explain some of theadvantages and disadvantages to this form ofwaste disposal. (Refer to the Teacher FactSheets titled Landfills on page 165,Combustion on page 169, Solid Waste onpage 47, and Hazardous Waste on page 51for background information. Teachers mayalso choose to use the History Channel’svideo, Modern Marvels: Garbage, which pro-vides information on sanitary landfills and thehistory of garbage; contact (800) 941-4007or <www.AandE.com> for more information.)

Step 2: Once the students understand theabove concepts, divide the class into twogroups: Pros and Cons.

Step 3: As a homework assignment or anin-class teacher-led group activity, have stu-dents conduct research and come up with atleast three points or arguments defending theirside of the debate (i.e., pros or cons associat-ed with landfills). Encourage students to usethe school library, Internet, or other resources,such as contacting the regional solid wasteagency or local recycling coordinator. Teachersmay also choose to provide students withEnviroscapes’ Landfill Model, which comparesold garbage dumps to modern sanitary land-fills. For more information, email<[email protected]> or visit<www.enviroscapes.com>.

TThhee GGrreeaatt DDiissppoossaall DDeebbaattee

To teach students about some of the environmental,social, and economic issues surrounding modernlandfills, incinerators, and other forms of waste man-agement.

Students will research and debate the pros and cons ofusing landfills for waste disposal and energy genera-tion, and then compare with other forms of wastedisposal and energy generation.

• Index or note cards for each student• Internet, library, encyclopedia, or other access to

research resources• Background information from Teacher Fact Sheets and

other resources listed below

Research ReadingProblem solving Communication

DecompositionGreenhouse gasesGround waterIncineratorLandfillLeachateMethane

Day 1: 1 hourDay 2: 1 hour

languagearts

science

socialstudies


Day 2

Step 1: On day two, have the two sidesregroup to discuss what they discovered throughtheir research. Give each group 15 to 20 min-utes to work together and prepare their side ofthe debate on either the pros or cons of land-fills. During that time, ask the students tocombine their note cards and assemble them inorder of importance for easy reference duringthe debate. Instruct students to pick four class-mates to represent the group as the debaters.

Step 2: Explain that each team will get 5minutes to present their side of the debate.During that time, any of the four designateddebaters for that team can speak, but they musttake turns. After one side presents, the otherteam has 5 minutes to present their points.

Step 3: After the formal debate is over, alloweach team to respond to one or more of theissues raised by the other group. The teachermay choose to serve as a moderator during thisquestion and answer session.

Step 4: At the end of the debate ask the stu-dents if they were persuaded by either side andwhy.

1. Ask the students to discuss/explain whetheror not they would want a landfill in theircommunity. Why or why not?

2. How does the debate change if the landfill isused for electricity generation? Does thisbenefit outweigh some of the negatives?Does this change the students’ opinions/perceptions of landfills?

1. Have students create a survey and conductinterviews with family members or friends todetermine how other people feel about land-fills. Compile, analyze, and discuss theresults of the surveys in class. Make graphsor charts based on these results.

2. Have each student group research howgarbage was disposed of in Medieval times,the 1800s, and early 1900s. How does thiscompare to today’s disposal methods? Haveone group of students research how garbageis disposed of today in countries other thanthe United States. Ask the students how theythink garbage may be handled in the future.

3. Take a field trip to a local landfill to tour thefacility and learn how it works. When youreturn, have the students write a paragraphon their visit, including five new facts.

4. Explore the issues of greenhouse gases andglobal climate change in more depth. Usethe example of capturing methane fromlandfills for energy as one way to helpreduce greenhouse gas emissions. Ask thestudents to think of other ways we mightreduce greenhouse gases. Examples includeusing less electricity, creating less garbage(see section on Source Reduction), improvingtechnologies to cleanup power plants emis-sions, and planting trees. (See EPA’s Web siteon methane, <www.epa.gov/methane/index.html>, and global warming,<www.epa.gov/globalwarming>, for reference information.)

Ask students to think about the

advantages and disadvantages

associated with landfills. Which

one issue is most important to

them? Why?


A Look at Landfills

PPrrooss

• Gives us somewhere to put our solidwaste.

• Is more protective than dumps of thepast.

• Waste decomposition at a landfill gener-ates methane—a potent greenhouse gasthat can be captured and used for energy.

• Converting methane to energy can helpreduce greenhouse gas emissions—directly, by capturing methane from thelandfill, and indirectly by serving as analternative energy to fossil fuels.

• Can be properly capped and use forpark land, playgrounds, or other nonres-idential purposes.

• Can provide a source of jobs andincome for a town or state that is willingto accept solid waste from other cities,towns, or states for a fee (“host fees”).

• Using a local or nearby landfill can cutdown on fuel emissions from trucks andboats carrying waste to faraway areas.

CCoonnss

• Can cause noise and traffic with trucksdriving to and from the landfill.

• Must be designed and constructed toprevent contamination of ground water,surface water, and soil.

• Can lead to bad smelling (rotten egg) orunhealthy air.

• If not properly capped and managed,can attract birds and pests.

• May lower the property values of the sur-rounding area.

• Shipping waste to a landfill in anotherstate or county may lead to dust prob-lems or blowing trash if not coveredproperly.

• Loose garbage can blow around if land-fill is not properly capped and managed.


Grades 6-8

Part 1

Step 1: Review the various methods of han-dling waste (including source reduction,recycling, landfilling, composting, and inciner-ating) using the Teacher Fact Sheets titledSource Reduction on page 79, Recycling onpage 101, Buying Recycled on page 107,Composting on page 141, Landfills on page165, and Combustion on page 169. Definegreenhouse gases and explain how the various

factors of waste disposal (type of waste, type ofdisposal, transportation) affect greenhouse gasemissions and thus global climate change. (Forinformation on the connection between wasteand climate change see EPA’s Web site at<http://yosemite.epa.gov/oar/globalwarming.nsf/content/ActionsWaste.html>.)

Step 2: Hand each student a Weekly WasteGeneration Tracking Sheet and ask them to fillit out every day for one week. Have the stu-dents take the sheet home every evening torecord their waste generation at home. Remindthem to include the materials they use both in

GGrreeeennhhoouussee GGaasseess BBee GGoonnee

Educate students about the differences in greenhouse gasemissions as they relate to different forms of waste andwaste disposal methods.

Students will research various forms of waste disposaland use EPA’s Waste Reduction Model (WARM) to cal-culate greenhouse gas emissions associated with wasteand waste disposal methods.

• EPA’s Waste Reduction Model (WARM) (available atEPA’s Global Warming Web site:http://yosemite.epa.gov/OAR/globalwarming.nsf/content/ActionsWasteWARM.html

• Computer (with Internet access or Microsoft Excel)• EPA’s Web site on Climate Change and Waste:

http://yosemite.epa.gov/oar/globalwarming.nsf/content/ActionsWaste.html

• Pencils• Weekly Waste Generation Tracking Sheets• Library

ComputationObservation/ClassificationResearchReadingProblem Solving

Carbon dioxideEmissionsGlobal climate changeGreenhouse gasesRecyclingSolid WasteSource reduction

3 hours (in class)

Math

Science

SocialStudies


school and home, such as drink cans and car-tons, lunch bags, and looseleaf and printerpaper.

Step 3: During this same week, have studentsresearch how each type of waste (e.g., alu-minum, food scraps, newspaper) is normallydisposed of, particularly in their town or county.(Tip: You may want to assign one specific wasteto individual groups of students.) Teachers willuse this information to enter data into the base-line scenario of EPA’s Waste Reduction Model(WARM).

Part 2

Step 1: The following week collect theWeekly Waste Generation Tracking Sheets fromthe students and tally the results into one com-bined tracking sheet. This represents the weeklywaste generation for the class. In order for theWARM tool to give meaningful results, however,the class will need to take the weekly wastegeneration information and project the totalwaste generation (by commodity) for the class

for the year. (Depending on the size of theclass, teachers may need to take this one stepfurther and project the yearly waste generationfor the school.) Convert this number into tonsfor input into WARM.

Step 2: Review the discussion on greenhousegases and their relationship to waste and wastedisposal (as described in Part 1: Step 1).

Step 3: Access EPA’s WARM calculator at<http://yosemite.epa.gov/oar/globalwarming.nsf/content/ActionsWasteWARM.html>. Explainthat this tool is often used by solid waste plan-ners and organizations to track, report, andestimate the effects of various waste disposalmethods on greenhouse gas emissions. Themodel calculates greenhouse gas emissions forbaseline and alternative means of waste man-agement. Discuss how people can use modelsto predict possible future scenarios, such as theeffect of certain activities on air or water pollu-tion, or a new street layout on rush hour trafficconditions. Enter the information for baselinedata as gathered by the class. (Teachers canenter data into the online spreadsheets andprint out the results but cannot save them.Therefore, teachers may choose to downloadthe Microsoft Excel file, which can be saved.)

Step 4: Working with the students, enter datainto the alternative management scenario andcomplete the WARM spreadsheet. Review anddiscuss the results of various waste manage-ment practices on greenhouse gas emissions.Ask the class to observe whether the alternativemanagement scenario reduced the amount ofemissions. Why or why not? Try incorporatingdifferent waste management practices to viewthe effects on emissions and discuss the resultswith the class.

1. Ask the students what they learned fromusing the tool and how this might be appli-cable to the real world. How mightcommunities use tools such as WARM tohelp manage their waste and minimize theirimpacts on global climate change?

Two Methods for GatheringInformationTeachers may choose between two methods forgathering the necessary information to inputinto WARM (Part 1, Step 2):

• Simpler—Students will track the amountof each material type they dispose of eachday. The teacher will use this information(as directed Part 2, Step 3) as baselinedata and then try different combinations ofalternative waste disposal methods inWARM and discuss the results with theclass.

• Complex—Students will track both theamount of each material type they disposeof each day and the method of disposal(throw out, recycle, compost). The teacherwill use this information as directed Part 2,Step 3 to complete the WARM spread-sheets.


1. Contact a local solid waste planner ororganization and ask them to fill out WARM.Had they heard of this tool before? How didtheir baseline and results compare with theclass?

2. How do greenhouse gas reductionsachieved with alternative waste managementmethods relate to real life? Equivalency cal-culators convert emissions or energy usereductions into more understandable terms,such as number of cars removed from theroad or acres of trees planted. Use theinformation generated by the class andWARM to complete the Greenhouse GasEquivalencies Calculator available at<www.usctcgateway.net/tool/> or othertools available at <http://yosemite.epa.gov/OAR/globalwarming.nsf/content/ActionsWasteTools.html>. Discuss the results.


WWeeeekkllyy WWaassttee GGeenneerraattiioonnTTrraacckkiinngg sshheeeett

Name: Enter the amount of each item that you discard each day.

Material Day 1 Day 2 Day 3 Day 4

Aluminum Cans

Steel Cans

Glass

HDPE (plastic)

LDPE (plastic)

PET (plastic)

Mixed Plastics

White (printer) Paper

Textbooks

Magazines

Newspaper

Food Scraps

Grass

Leaves

Yard Trimmings

Mixed Paper (general)

Mixed Metals

Mixed Recyclables

WATER


Name: Enter the amount of each item that you discard each day.

Material Day 5 Day 6 Day 7 Total

Aluminum Cans

Steel Cans

Glass

HDPE (plastic)

LDPE (plastic)

PET (plastic)

Mixed Plastics

White (printer) Paper

Textbooks

Magazines

Newspaper

Food Scraps

Grass

Leaves

Yard Trimmings

Mixed Paper (general)

Mixed Metals

Mixed Recyclables

Putting It All

Together

UN

IT

3

A Review of Lessons and Options

Once students understand the range of available solid waste managementoptions—including their different purposes, benefits, and impacts—they areready for a series of activities that utilize and reinforce their accumulatedknowledge. This unit allows students to integrate the key lessons learnedfrom previous sections and exercise decision-making and analytical skillswhile having fun.

197

Waste Race (Grades 2-3) . . . . . . . . 201

Join the Planet Protectors Club!

(Grades 3-6) . . . . . . . . . . . . . . . . 203

Trash Town (Grades 4-6) . . . . . . . . 209

Locker Leftovers (Grades 7-8) . . . . . 213

Memorable Media Messages

(Grades 6-8). . . . . . . . . . . . . . . . . 215

199

200 Unit 3, Putting It All Together The Quest for Less

Sk

ills

Use

d*

Subje

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Gra

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Activ

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Na

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K

1

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3

4

5

6

7

8

Math

Science

Language Arts

Social Studies

Art

Health

Communication

Reading

Research

Computation


Problem Solving

Motor Skills

Waste Race Join the PlanetProtectors Club!

Trash Town Locker Leftovers MemorableMedia Messages

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201The Quest for Less Unit 3, Putting It All Together

Grades 2-3

Step 1: Review the Teacher Fact Sheets titledSolid Waste on page 47, Hazardous Waste onpage 51, Recycling on page 101, andComposting on page 141 for backgroundinformation. Review the different waste manage-ment options with students to put the activity incontext. Discuss the different collected trashitems and where they should go when they are

done being used (e.g., trash, recycling bin,compost pile).

Step 2: Label five plastic bins/trash cans as“Reusable,” “Recyclable,” “Compostable,”“Household Hazardous Waste (HHW),” or“Disposable Waste,” respectively, and placethem throughout the room. (This activity willwork best in a large area like a gymnasium or aplayground so the students have enough roomto run around.) Review vocabulary with students.

WWaassttee RRaaccee

To classify trash items as reusable, recyclable, compostable, disposable, or household hazardous waste.

Students will participate in a relay race to place trashitems in appropriate bins.

• A variety of trash items in each of the categories listedin Step 1, supplied by the teacher (see below for sug-gestions)

• Two trash bags or wastebaskets• Two sets of colored stickers (e.g., red and blue)• Five large plastic or metal bins

Communication Observation/classificationMotor skills

ReusableRecyclableDisposableCompostableHousehold hazardousWaste

50 minutes

science

social studies

NapkinPlastic packagingPiece of clothGlass bottleAluminum canLeaves or grass

Steel canPlastic forkAerosol canPiece of woodCopy paperText book

Paper lunch bagCardboardPaint canTeabagCoffee canFlowers

WWaassttee RRaaccee SSuuggggeesstteedd IItteemmss ((nnoo ffoooodd iitteemmss pplleeaassee))


Step 3: Collect trash items over a few days(see above for suggestions). Collect enough foreach student to have at least one turnparticipating in the race. Make sure the itemsare not dangerous for the students to handle(e.g., no sharp edges on open cans) and theyshould be cleaned, if necessary. Divide the itemsinto two piles (one for each team), labeling theRed team’s items with the red stickers and theBlue team’s items with the blue stickers.

Step 4: Have students form two lines/teamsin the center of the room.

Step 5: Explain to the students how a relayrace works. The teacher should pre-determineand announce a time limit for the race, basedon the number of students and their level offamiliarity with the subject. When the teachersignals for the race to start, the first student ineach line will reach into his or her team’s trashbag and pull out an item. The two students willdecide in which bin it belongs and run to thelabeled plastic bin. After placing the trash itemin the bin, the student will run back to the endof the line and the next two students will repeatthe same process. When the time limit has beenexceeded, the teacher will end the race. Theobject is to be the fastest team to sort the itemscorrectly.

Step 6: At the end of the race, empty eachbin one at a time so all the students can see ifthe items were placed correctly. Encourage thestudents to discuss why each trash item wasplaced in its bin. Discuss whether some trashitems can be placed in more than one bin. Theteam that was able to place the most items inthe correct bin wins.

1. See Step 6.

2. Have students name an item not included inthe game that is reusable, recyclable, com-postable, disposable, and/or householdhazardous waste.

1. Expand the Waste Race to include otherclassrooms and possibly a tournament for agreat Earth Day activity.

2. Explore the activities found in the PlanetProtector’s Club kit. This kit was created byEPA as a way to get students involved inlearning about their environment. It includestwo pocket guides (one for adults and onefor children), an official membership certifi-cate, an official Planet Protectors Clubbadge, activity guides for grades K-3 and 4-6, a board game about recycling, and aPlanet Protectors Club poster. To order thiskit, call EPA at (800) 490-9198 and ask fordocument number EPA530-E-98-002.


Grades 3-6

JJooiinn tthhee PPllaanneett PPrrootteeccttoorrss CClluubb!!

Establish a Planet Protectors Club at your school.

At Planet Protectors Club meetings, students can discuss environmental issues and develop projects they canengage in at school and in their community.

• Planet Protectors Club kits (one for each member/student; order free copies by calling (800) 490-9198 andreferencing document number EPA530-E-98-002 or visiting <www.epa.gov/epaoswer/osw/pub-p.htm>)

• Welcome Note• Planet Protectors Club Duties and Responsibilities list

Skills will differ based onlocal projects, but mayinclude: Communications Motor skillsObservation/classification Problem solvingReading Research

CompostingConserveEnergyIncineratorLandfillPollutionRecyclingResourcesWaste Reduction

Regularly scheduledmeetings based on localneeds and resources.

science

social studies

languagearts

health

math

art


Step 1: Order and review the contents ofEPA’s Planet Protectors Club kit. Plan and publi-cize a kick-off meeting for teachers or volunteerswho will lead the meetings. Use the clip art pro-vided to create signs and other materials. Ifthere is an existing, relevant school-wide initia-tive (e.g., new beverage container recyclingprogram) that could involve Planet ProtectorsClub members, discuss the members’ potentialroles (e.g., monitoring collection bins and edu-cating students).

Step 2: Enlist students to join the club andschedule the first meeting. At the meeting, giveeach student the Welcome Note, Mission Papersfolder, and Planet Protectors badge (you maywant to reserve several components of the kit tohand out individually at subsequent meetings).Describe the Planet Protectors Club and thetypes of projects in which members will beinvolved (these will be unique to your school;see the list of ideas below). Have them read andsign the Planet Protectors Club Duties andResponsibilities.

Step 3: If you have decided to hand outpieces of the Planet Protectors Club kit one at atime, hand out one piece at each meeting andplan activities related to it. Alternatively, or afteryou have handed out all the pieces, you canplan school- or community-related activities formembers. Possible activities include:

• Picking up litter from school grounds. • Initiating a recycling program (e.g., for cans,

bottles, paper) in your school or monitoringone that already exists to make sure it isworking.

• Initiate a waste reduction program, such as a"materials exchange" where students andteachers bring in items (e.g., sports equip-ment, clothing, school supplies) for exchangeand/or donation.

• Plan field trips to local recycling centers. • Invite speakers from your local government’s

environmental/recycling office or a nonprofit

organization to give presentations.Other ideas for Planet Protectors Club activities/projects can be found in the followingresources (visit <www.epa.gov/epaoswer/osw/publicat.htm> or call (800) 490-9198 for ordering information):

• Reuse + Recycling = Waste Reduction: AGuide for Schools and Groups (EPA530-K-03-001)

• Service-Learning: Education Beyond theClassroom (EPA530-K-02-001)

• Volunteer for Change: A Guide toEnvironmental Community Service (EPA530-K-01-002)

Students should be individually assessed basedon participation, effort, interest, or other rele-vant criteria.

1. Enlist adult volunteers to administer PlanetProtectors Clubs in several district schools.Prepare a volunteer agreement/code of con-duct for them to sign and have them fill outany paperwork required by your school.

2. Hold an “EnviroFair” or other event thatbrings together all Planet Protectors Clubmembers from your district. Members canshare information about their local projectsand/or participate in a large-scale project.

3. Integrate Planet Protectors Club activities intothe regular school curriculum, such as calculating the results of a recycling surveyfor a math lesson.

Name:

___________________________________________________

Welcome to the Planet Protectors Club!

This folder contains your Mission Papers.

They are very important papers that include

an activity book and a Planet Protector

badge. At each club meeting, you will work on

an activity to add to your Mission Papers. Keep

them safe and bring them to every meeting.

As a Planet Protectors Club member, you will

learn about environmental issues and help

save the planet by performing tasks at your

school, at home, and throughout the

community. You will also be able to help your

fellow students learn about protecting the

environment by sharing the lessons you

learn with them.


As a member of the Planet Protectors Club, I

promise to perform the following duties and

responsibilities to the best of my ability:

1. Learn how to conserve resources and reduce

waste.

2. Encourage other students and adults to

conserve resources and reduce waste.

3. Always be courteous and never lose my

temper or become "bossy."

4. Obey all school rules and set a good example

for other students.

5. Learn and perform Planet Protectors Club

duties.

6. Wear my Planet Protector badge while

performing Planet Protectors Club duties.

7. Do my best in school and keep my grades and

citizenship up to high standards.

I have read and agree to all the Planet Protectors

Club Duties and Responsibilities.

Student’s Signature Date

Unit 3, Putting It All Together The Quest for Less206


Grades 4-6

Step 1: Photocopy and distribute the TrashTown worksheet to each student. Introduce thefollowing concepts to your class (refer to theTeacher Fact Sheet titled Solid Waste on page47 for more information):

• It costs us money to dispose of ourgarbage. The more garbage we generate,the more money we pay for disposal.

• Landfills charge a fee for accepting trash(tipping fee).

• We can save money by recycling, compost-ing, reusing, or source reducing instead ofthrowing out garbage.

• We can earn money by recycling becauserecycled materials can be sold to manufacturers.

Step 2: Pass out calculators to each stu-dent. Ask the students to carefully read theTrash Town worksheet and complete the mathproblems related to the town’s disposal andrecycling practices. (Teachers can decidewhether this worksheet should be completedin groups or individually.)

TTrraasshh TToowwnn

To teach students about the costs involved in wastemanagement.

After reading about Trash Town, students will completemath problems to assess the cost of disposal and recycling.

• One copy of Trash Town worksheet per student• One pencil per student• One calculator per student (optional)

ReadingComputationProblem solving

LandfillTipping feeRecycleDisposal

1 hour

social studies

math

The Economics of Trash

• Landfill Tipping Fee—Communities that wantto dispose of their waste in a landfill mustpay the landfill owners a fee, based on thenumber of tons of waste they discard.

• Recyclables Market—Recycling can beprofitable! Communities that collectrecyclable items can sell those items tomanufacturers for reuse. Communities cancheck the recyclables marketplace to find outthe current, per-ton prices associated withdifferent recyclable materials.

210

1. Collect the Trash Town worksheets and eval-uate the computations and answers.

2. Ask students to identify the most expensiveelement of garbage disposal. Ask themwhether it’s more costly to recycle and reuseor to throw everything away.

3. Ask students to list some of the cost consid-erations involved in garbage disposal.

1. Conduct a “Pay-As-You-Throw” (PAYT) exper-iment in the classroom or lunchroom. Handout the same amount of fake money to each

student and charge them based on theamount of trash they throw away from theirlunch. (One paper bag=$100, one plasticbag=$200, one aluminum can=$500, etc.)Keep this up for a few days and see if the stu-dents can bring in lunches that are less costlythe next day (less wasteful). See who ends upwith the most fake money at the end of theweek and give that person a prize for being“waste wise.” You can also explain to studentsthat more than 4,000 communities across thecountry have PAYT programs where citizensare charged based on the amount of garbagethey throw away.

2. Contact your local solid waste agency toobtain actual waste statistics and costs for yourown community. Have students use these num-bers to find out how much money thecommunity spends on garbage disposal perday, per week, or per year.

3. Have students devise a plan for helping theresidents of Trash Town save more money andprotect the environment. Ask the students towrite a speech or article explaining their newplan to the residents of Trash Town—whatneeds to be recycled and how, how the resi-dents will benefit, and how the environmentwill benefit.

Ask students to pretend that they

are the mayor of Trash Town. If

the residents of their town com-

plained about the price of

garbage disposal, what would

they tell them?

Answer Key

1. How many tons of garbage does the entire TrashTown generate per day? _______________________

Per year? ____________________________________

2. How much does it cost for Trash Town to throw all ofits garbage into a landfill each year?____________________________________________

3. If Trash Town started a recycling program and recy-cled 30 percent of its garbage each year, how manytons of recyclables would be collected?____________________________________________

4 If Trash Town recycled 30 percent of its garbage peryear, how many tons of trash would still be sent tothe landfill?__________________________________

5. How much money (in less tipping fees) would TrashTown save from recycling 30 percent of its garbageper year?____________________________________

6. How much money would Trash Town earn from recy-cling 30 percent of its garbage per year?____________________________________________

7. How much could Trash Town earn if it started recy-cling 50 percent of its garbage per year?____________________________________________

What about 60 percent? _______________________

110 tons

40,150 tons

$1,606,000

12,045 tons

28,105 tons

$481,000

$120,450

$200,750

$240,900

Unit 3, Putting It All Together The Quest for Less

66++

77$$

%%

--44

11

==99

55

22++%%

++

Greetings! I’m Ruby Rubbish, the

mayor of Trash Town, and I want

to thank you for visiting our com-

munity. Are you good with

numbers? Do you know what’s

best for the environment? We need

your help! The residents of Trash

Town are spending lots of money to haul

and dump their garbage in the local landfill.

Our landfill is filling up fast, and we worry

about what all this trash is doing to our envi-

ronment. Plus, we can’t afford to keep paying so

much for our garbage disposal. We’ve heard that other towns are

helping to protect the environment by recycling and reusing items

instead of throwing them away. We’ve also heard that some com-

munities can make money by recycling. Unfortunately, the Trash Town

garbage specialist is on vacation and we need someone to

answer all of our questions about garbage disposal

immediately. If I give you all of the information, can

you help? If

you can fig-

ure out the

solutions to

our ques-

tions on the

next page,

you’ll be the

hero of

Trash Town!!

TTrraasshh TToowwnn TTrriivviiaa

Population: 5500,,000000

Garbage generated by each TrashTown resident per day: 44..44 ppoouunnddss

Tipping fee for garbage dumpedat local landfill: $$4400//ttoonn

Money earned for collecting recyclables: $$1100//ttoonn

OOtthheerr iimmppoorrttaanntt iinnffoorrmmaattiioonn

1 ton = 2,000 pounds1 year = 365 days

The Quest for Less Unit 3, Putting It All Together 211

????

????

????

????

??1.How many tons of garbage does the entire Trash Town

generate per day?

Per year?

2.How much does it cost for Trash Town to throw all of itsgarbage into a landfill each year?

3. If Trash Town started a recycling program and recycled 30percent of its garbage each year, how many tons of recy-clables would be collected?

4. If Trash Town recycled 30 percent of its garbage per year, how many tons of trash would still besent to the landfill?

5. How much money (in less tipping fees) would Trash Town save from recycling 30 percent of itsgarbage per year?

6. How much money would Trash Town earn from recycling 30 percent of its garbage per year?

7. How much could Trash Town earn if it started recycling 50 percent of its garbage per year?

What about 60 percent?

212

CCHHAALLLLEENNGGEE CCOORRNNEERRCan you face the Trash Town challenge? The following information will help you solve the word

problems below.

Different types of recycled materials earn different amounts of money in the recyclables

marketplace. For example:

1. How much money would Trash Town earn for recycling 250 tons of newspaper and 30 tons of

steel per year?

2. If Trash Town recycles 20 percent of its total annual garbage and 15 percent of that garbage is

aluminum cans and 5 percent is magazines, how much money will it earn in total?

3. How many pounds of cardboard would Trash Town have to recycle in order to earn more than

$39,000 per year?

Plastic bottles: $15/ton

Aluminum cans: $40/ton

Cardboard: $40/ton

Newspaper: $15/ton

Magazines: $5/ton

Glass: $15/ton

Steel: $40/ton

Name:


Grades 7-8

Step 1. Before winter break, spring break,and/or at the end of the school year, have stu-dents clean out their lockers and/or desks andplace the contents into large bags or contain-ers. Have them pay close attention to itemsthat can be reused or recycled. Before begin-ning the clean-out, give some examples ofitems that are trash and items that can bereused or recycled. For example, old papersand notebooks can be recycled. Pens andother writing implements that are in workingorder can be reused. Bottles and cans arerecyclable, and books can be donated to alocal charity. Generally, food items should bethrown away, unless they are compostable orthe packaging (e.g., bottle, can, cardboard)can be recycled.

Step 2. After their lockers are empty, havestudents take the trash bags to a large sortingarea, such as the school gym. Have the stu-dents sort through the bags/containers forreusable and/or recyclable items, discardingtrash (students can work in shifts if space islimited or if the volume to be sorted is verylarge). Before sorting, count the number oftrash bags. When finished sorting, count thenumber of bags actually being disposed of.Students can also quantify recyclables byweighing or counting them.

LLoocckkeerr LLeeffttoovveerrss

To help students realize the amount of trash theyproduce and help them recognize the differencebetween trash, recycled products, and reusablematerials.

Students from one class or one grade will collect itemswhile cleaning out lockers and desks and sort them intorecyclables, reusables, and trash.

Large trash bags or containersScale

ComputationObservation/classification

RecyclingReuse

2 hours


1. Ask students how they have gone aboutcleaning out their lockers in the past. Whatwas different this time?

1. Extend the activity to your school’s library orstorage rooms and donate books and othermaterials to local organizations. (It’s best toline up an organization willing to accept thereusables before beginning a clean out proj-ect.) NNoottee:: CChheemmiiccaall ssttoorraaggee aarreeaass sshhoouullddnnoott bbee ppaarrtt ooff tthhiiss aaccttiivviittyy.. OOnnllyy ppeerrssoonnnneellttrraaiinneedd iinn cchheemmiiccaall hhaazzaarrddss sshhoouulldd ttaakkee oonntthhiiss ttaasskk..

2. Expand this activity to include more classes,more grades, or the whole school. A 7th-8th

grade class can coordinate the effort. Theycan collect and sort items for their own class-room to develop a baseline for estimatingvolunteers, bags/containers, and volumes oftrash and recyclables.

3. If recyclables can be returned for deposits inyour area, use this activity to raise funds foryour school's band, science or environmentalclub or other activities.


Grades 6-8

Step 1: Introduce and define a public serviceannouncement (PSA) with students. Explain to thestudents that successful PSAs must grab the atten-tion of the intended audience and present the keymessage effectively so that it is retained in theminds of the target audience. To do this, the PSAmust use an appropriate type of appeal/incentiveand be credible, understood, and considered rel-evant by the intended audience. Present tostudents examples of a television, radio, or mag-azine PSA (refer to PSA example on page 217) sothat they understand the concept.

Step 2: Divide students into groups. Assign orallow them to choose a topic from the Quest forLess curriculum (e.g., the value of composting,recycling, reducing waste).

Step 3: Devote one classroom period for stu-dents to research, brainstorm, and plan their PSA.

Step 4: Give students a deadline for researchhomework to supplement information gleanedfrom Quest for Less.

MMeemmoorraabbllee MMeeddiiaa MMeessssaaggeess

To encourage students to develop their own envi-ronmental beliefs and messages by creating apublic service announcement (PSA) about the topicsthey have covered previously in the Quest for Lesscurriculum.

Work in groups to develop a live production (a live “tel-evision” or “radio” PSA) promoting environmentalmessages from the Quest for Less curriculum to presentto other students.

For a televised PSA, students can create props using class-room materials, or items made during other Quest for Lessactivities.

CommunicationResearch

Natural resources ProductsWasteRecyclingCompostingSource reduction Landfills Combustion

Two classroom periods

WWhhaatt IIss aa PPuubblliicc SSeerrvviiccee AAnnnnoouunncceemmeenntt((PPSSAA))?? A PSA is an announcement on televi-sion, radio, or promotional materials (e.g.billboards, posters, brochures) serving thepublic interest and run by the media at nocharge. PSAs differ from regular commer-cials because rather than selling a product,they are generally developed to prevent abehavior from starting, stop a behavior, orencourage adoption of a new behavior.

languagearts

art


Step 5: Devote a second classroom period foreach group to perform their PSA for the class.

1. Ask students which PSAs were the most effec-tive and why.

2. Ask students why PSAs are an effectivemethod of educating the public about envi-ronmental issues.

3. Ask students to discuss what other methodscan be used for disseminating environmentalinformation to the public.

1. Have students create a survey assessingknowledge on their designated PSA topic.Allow students to administer the survey toanother class, preferably a class that had notworked on the Quest for Less curriculum.Then allow students to perform their PSAs tothe other class. They may also create a fol-low-up survey to compare to the first surveyto determine how effective their PSAs were tothe other class.

2. Have students create print PSAs (e.g., postersor brochures) advocating their positions.These could be displayed in the school or ina community center.

3. Allow students time to create props and cos-tumes for their PSAs. Videotape theircommercials and have them broadcast on aschool educational channel or a publicaccess television. Radio PSAs can be record-ed or broadcast over the school’s publicaddress system.

Examples of Public ServiceAnnouncementsRRaaddiioo

1. http://www.epa.gov/safewater/psa.html2. http://www.energyhog.org/3. http://www.fhwa.dot.gov/environment/italladd/TTeelleevviissiioonn

1. http://www.epa.gov/iaq/tvads.html2. http://www.energyhog.org/3. http://www.turner.com/planet/tune-in/psa.html4. http://www.energystar.gov/

index.cfm?c=news.nr_psa5. http://www.fhwa.dot.gov/environment/italladd/6. http://www.smokeybear.com/7. http://www.kab.org/media.asp?id=246&rid=250

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219

Glossary of Terms..............

......221

Glossary of Skills ..............

.......229

221The Quest for Less Glossary of Terms

Glossary of Terms

NNoottee:: TThhiiss gglloossssaarryy ddeeffiinneess uunnffaammiilliiaarr tteerrmmss ssppeecciiffiiccaallllyy rreellaatteedd ttoo ssoolliidd wwaassttee aanndd tthhee eennvviirroonnmmeenntt;;ssoommee wwoorrddss lliisstteedd iinn tthhee aaccttiivviittiieess uunnddeerr ““VVooccaabbuullaarryy”” wwiillll nnoott bbee ffoouunndd iinn tthhiiss gglloossssaarryy..

AA

AAeerroobbiicc—with oxygen. During the compostingprocess, certain bacteria need oxygen to breakdown the mix of organic materials. This isknown as aerobic decomposition.

AAnnaaeerroobbiicc—without oxygen. In a landfill, certainbacteria decompose organic materials withoutoxygen and create methane gas through aprocess known as anaerobic decomposition.

AAsshh (also ccoommbbuussttiioonn aasshh)—solid residue thatremains after the combustion, or burning, of waste.

BB

BBaacckkyyaarrdd ccoommppoossttiinngg—the homeowner’s prac-tice of collecting leftover kitchen scraps(excluding meats and fats) and yard trimmingsfor decomposition in a private compost pile.

Backyard composters can use their compost asa soil enhancement for their gardens.

BBaacctteerriiaa—single-celled microorganisms. Certaintypes of bacteria break down organic materials(using an aaeerroobbiicc and/or aannaaeerroobbiicc process).

BBeeddddiinngg—organic material, such as shreddednewspaper, used to retain moisture and allowproper air circulation and drainage to provide ahealthy environment for worms in a vveerrmmiiccoomm--ppoossttiinngg container.

BBiiooddeeggrraaddaabbllee—materials that can ddeeccoommppoossee,usually by bacteria or sunlight, into basic com-ponents. Most organic materials (paper, grassclippings, food scraps), under the right condi-tions, are biodegradable.

BBiiooddiivveerrssiittyy (also bbiioollooggiiccaall ddiivveerrssiittyy)—indicatedby the numbers of different species of plants and

AAlluummiinnuumm—a lightweight, silver-white, metallic elementthat makes up approximately 7 percent of the Earth'scrust. Aluminum is used in a variety of ways, but perhapsmost familiarly in the manufacture of soft drink cans.

BBaauuxxiittee—a rock in which aluminum is found in highconcentrations.

CCaarrddbbooaarrdd—a thin, stiff material made of paper pulpand used in making cartons and other forms of packag-ing.

CCuulllleett—clean, generally color-sorted, crushed glassused to make new glass products.

FFiibbeerrss—the long, thick-walled cells that give strengthand support to plant tissue. The fibers of wood andcloth are used in making paper.

GGllaassss—hard, brittle, generally transparent or translucentmaterial typically formed from the rapid cooling of liq-uefied minerals. Most commercial glass is made from amolten mixture of soda ash, sand, and lime.

MMeettaall—an element that usually has a shiny surface, is agood conductor of heat and electricity, and can be

melted down, fused, or hammered. Metals include iron,gold, sodium, copper, magnesium, tin, and aluminum.

PPaappeerr—a thin material made of pulp from wood, rags,or other fibrous materials and used for writing, printing,or wrapping.

PPllaassttiicc—a material made from petroleum capable ofbeing molded, extruded, or cast into various shapes.There are many different kinds of plastic made from dif-ferent combinations of compounds.

PPuullpp—a mixture of fibrous material such as wood, rags,and paper, that is ground up and moistened to be usedin making paper or cardboard.

SStteeeell—a strong, durable material made of iron and car-bon, and often other metals, to achieve differentproperties. Steel is often used as a component in cansand as a structural material in construction.

TTiinn—a soft silver-white metallic element, capable ofbeing easily molded and having a low melting point. Tinis often used together with other metals in making cansfor packaging.

Common Recyclable Items and Related Terms

222 Glossary of Terms The Quest for Less

animals found in a natural environment. Manydifferent species of plants and animals within anecosystem is indicative of a healthy environment.

BBrroowwnnffiieellddss—abandoned or unused industrialand commercial land that cannot be developedor expanded because of real or perceived con-tamination with toxic substances.

BBuullkk—when food or other products are soldunpackaged or in large volumes to reduce pack-aging waste. Consumers who buy one largebottle of juice rather than many small containersof juice, for example, are “buying in bulk.”

BByypprroodduucctt—excess material or waste produced inaddition to the primary product. Sludge is abyproduct from the manufacture of paper, forexample. Many manufacturers look for innovativeways to reuse or recycle the byproducts createdduring the production process to reduce waste.

CC

CCaarrbboonn ddiiooxxiiddee—a naturally occuring gas in theatmosphere, released by oceans, decaying veg-etation, and the respiration of living creaturesand plants. Also a greenhouse gas created byhuman activities such as fossil fuel combustion.

CCaassttiinnggss—manure from red wriggler worms thatcan be used as a soil conditioner to provideaeration, drainage, and nutrients to soil.

CClliimmaattee—the average course or condition ofweather over a period of years based on condi-tions of heat and cold, moisture and dryness,clearness and cloudiness, wind and calm, appliedto a specific location or globally. Southern Florida,for example, has a sunny, dry, warm climate.

CClloossiinngg tthhee lloooopp—purchasing products madefrom recycled materials. Recycling is a cycle. Itis not enough simply to collect recyclables formanufacture into new products. People mustthen buy products made with recycled content,thus closing the loop.

CCoommbbuussttiioonn//IInncciinneerraattiioonn—a rapid chemicalprocess that produces heat, gas, ash, and usuallylight through burning. This process is one optionfor the ddiissppoossaall of mmuunniicciippaall ssoolliidd wwaassttee. It canalso be used as a treatment or disposal option forhazardous waste. See ccoommbbuussttoorr, wwaassttee--ttoo--eenneerrggyy.

CCoommbbuussttoorr//IInncciinneerraattoorr—a facility for the con-trolled burning of waste. Burning municipal solidwaste can reduce its volume and weight. Somefacilities capture energy from the steam or heatthat is produced during the burning process. (Seewwaassttee--ttoo--eenneerrggyy.) Burning hazardous waste can beconsidered a form of treatment and can reducethe hazardous components of the waste.

CCoommppaaccttiioonn—the act or process of pressingmaterials together to occupy the smallest volumepossible; a common practice at a ssaanniittaarryy llaannddffiillll.

CCoommppoosstt—a crumbly, earthy, sweet-smellingmixture of decomposing organic matter (e.g.,leaves, food scraps) created in a controlled, tthheerr--mmoopphhiilliicc environment that is often used toimprove the texture, water-retaining capacity,and aeration of soil.

CCoommppoossttiinngg—the controlled biological decom-position of organic material under aaeerroobbiicc oraannaaeerroobbiicc conditions. Organic materials are bro-ken down (ddeeccoommppoosseedd by microorganisms) intocompost, also known as hhuummuuss. Composting canoccur in a backyard bin, a pile, long wwiinnddrroowwss,or in a vveerrmmiiccoommppoossttiinngg container.

CCoonnsseerrvvaattiioonn—the protection or wise use ofnatural resources that ensures their continuingavailability to future generations; the intelligentuse of natural resources for long-term benefits.

CCoonnssuummppttiioonn—the amount of any product orresource (e.g., material or energy) used in agiven time by a given number of consumers.

CCoonnttaammiinnaattiioonn—the process of adding one sub-stance to another substance, such as as motoroil to water, that reduces its quality; to makeimpure or unsafe by contact with potentiallyharmful substances.

CCoorrrroossiivvee—a substance capable of dissolving orbreaking down other substances (especially met-als) or causing skin burns. A corrosive has a ppHHlleevveell below 2 or above 12.5.

““CCrraaddllee--ttoo--ggrraavvee””—from generation to dispos-al; a term used in reference to solid orhazardous waste.


DD

DDeeccoommppoossee—to break down into basic compo-nents, given the right conditions of light, air, andmoisture; refers to materials such as food andother plant and animal matter.

DDeeffoorreessttaattiioonn—the clearing and removal oftrees from a forested area.

DDiissppoossaabbllee—products or materials that can beor are usually thrown away after one use or alimited amount of time. For example, usedpaper plates are disposable.

DDiissppoossaall—refers to the process of throwingaway unwanted materials. These materials areplaced in a landfill or combusted rather thanrecycled, reused, or composted.

DDiissppoossaall cceellll—a fixed area in a ssaanniittaarryy llaannddffiillllwhere waste is disposed of, compacted into thesmallest space possible, and then covered withsoil on a daily basis.

DDuurraabbllee—goods that can be used more thanonce and withstand long use, wear, and decay.Appliances are examples of durable goods.

DDuummpp—site where waste is disposed of in anunmanaged, uncovered area. Current landfillrestrictions have made dumps illegal. See ssaannii--ttaarryy llaannddffiillll.

EE

EEccoossyysstteemm—community of plants and animalsthat interact with one another and with the sur-rounding nonliving environment. Examples ofecosystems include ponds, forests, and beaches.

EEfffflluueenntt—waste material discharged into theenvironment; refers to the treated liquid eemmiitttteeddfrom a manufacturing facility or municipalwastewater treatment plant.

EEmmiissssiioonn—the discharge of gases or particles,such as from a smokestack or automobileengine.

EEnneerrggyy—capacity for a system or an object todo work (i.e., cause a change by pulling, push-ing, or heating). Energy generated fromiinncciinneerraattiioonn, for example, can be harnessed toprovide electrical power for communities.

EEnnvviirroonnmmeenntt—the external conditions that influ-ence the development and survival of anorganism or population; usually refers to air,water, land, plants, and animals.

EEnnvviirroonnmmeennttaall iimmppaacctt—the effect of an activityor substance on the environment.

EEnnvviirroonnmmeennttaallllyy pprreeffeerraabbllee pprroodduuccttss—those prod-ucts that have a reduced effect on human healthand the environment when compared to otherproducts that serve the same purpose. Forexample, products that contain recycled content,require less energy or create less waste duringproduction and manufacture, use less packaging,or are reusable or recyclable are preferable.

FF

FFllaammmmaabbllee—describes a substance that ignitesand burns.

FFoooodd cchhaaiinn—the transfer of food energy fromone organism to the next. As one example of asimple food chain, an insect consumes a plantand is then consumed by a bird.

FFoooodd wweebb—the complex and interlocking net-works of ffoooodd cchhaaiinnss within ecosystems whereplants and animals coexist and depend on oneanother for energy needs.

FFoossssiill ffuueellss—fuels such as petroleum or coalformed over millions of years from the remainsof ancient organic materials.

GG

GGeeootthheerrmmaall eenneerrggyy—the internal heat of theearth collected from underground concentra-tions of steam or hot water trapped in fracturedor porous rock.

GGlloobbaall cclliimmaattee cchhaannggee—natural or humaninduced change in the average global tempera-ture of the atmosphere near the Earth’s surface.This condition poses serious dangers around theworld, potentially prompting such disasters asflooding, drought, and disease.

GGrraassssccyycclliinngg—refers to a method of ssoouurrcceerreedduuccttiioonn whereby grass clippings are left onthe lawn rather than bagged and set out forcollection.


GGrreeeennhhoouussee eeffffeecctt—the excessive trapping ofheat in the Earth’s atmosphere by a blanket ofgases. Gases such as water vapor, methane,and carbon dioxide exist naturally and helpretain the Earth’s normal surface temperature.Changes in the normal volume of gases in theatmosphere, due to human-induced activities,are believed to contribute to gglloobbaall cclliimmaatteecchhaannggee..

GGrreeeennhhoouussee ggaass—gas such as methane, nitrousoxide, ammonia, sulfur dioxide, carbon dioxide,and certain chlorinated hydrocarbons thataffects the overall heat-retaining properties ofthe Earth’s atmosphere. A build-up of thesegases creates a warming of the Earth’s atmos-phere, thus changing the global climate.

GGrroouunndd wwaatteerr—water stored in porous spaces ofsoil and rock underground. Many communitiesdepend on ground water for their drinking water.

HH

HHaabbiittaatt—an area where a living organism istypically located that provides adequate food,water, shelter, and living space for survival.

HHaazzaarrddoouuss wwaassttee—waste that is often producedin large quantities by businesses and industrialfacilities that can be defined as ttooxxiicc, iiggnniittaabbllee,ccoorrrroossiivvee, or rreeaaccttiivvee. This type of waste is regu-lated by a law called the Resource Conservationand Recovery Act (RCRA) to minimize risks tohuman health and the environment.

HHoouusseehhoolldd hhaazzaarrddoouuss wwaassttee—small quantities ofunused or leftover hazardous products used inthe home that become waste. Paints, pesticides,and some cleaners are examples of householdhazardous waste. Caution must be taken whenhandling, storing, or disposing of these products.

HHuummuuss—the organic portion of soil; a sub-stance resulting from the decay of plant and/oranimal matter by microorganisms.

II

IIggnniittaabbllee—capable of burning; will catch fire attemperatures less than 140º F.

IInncciinneerraattiioonn—see ccoommbbuussttiioonn//iinncciinneerraattiioonn.

IInncciinneerraattoorrss—see ccoommbbuussttoorr//iinncciinneerraattoorr.

IInntteeggrraatteedd wwaassttee mmaannaaggeemmeenntt—the comple-mentary use of a variety of waste managementpractices to safely and effectively handle munici-pal solid waste. These practices include sourcereduction, recycling, composting, combustion,waste-to-energy, and landfilling.

LL

LLaannddffiillll—see ssaanniittaarryy llaannddffiillll.

LLaannddffiillll rreeccllaammaattiioonn—the process whereby olddisposal cells are excavated to recover recycla-ble items.

LLaannddffiilllliinngg—the process of hauling waste to alandfill cell for disposal.

LLeeaacchhaattee—occurs when precipitation seepsthrough a landfill and mixes with toxic and non-toxic liquids, some of which are created duringbiological ddeeccoommppoossiittiioonn. A ssaanniittaarryy llaannddffiillll usu-ally has a leachate collection system whereleachate is collected from the landfill and treatedto prevent the ccoonnttaammiinnaattiioonn of ggrroouunndd wwaatteerr.

LLeeaacchhaattee ccoolllleeccttiioonn ssyysstteemm—a system of layersand pipes, located between the primary andsecondary liners in a landfill, designed to cap-ture all leachate and prevent groundwatercontamination.

LLeeaacchhaattee rreeccoovveerryy ffaacciilliittyy—a special facilitydesigned to collect liquids leaching out of a land-fill to remove harmful or particulate materials.

LLiiffee ccyyccllee—the complete cycle of events occur-ring over the lifetime of an animate or inanimateobject. For example, in the life cycle of a plant,seeds are dropped in the ground; soil, water,and ccoommppoosstt help the plants grow; the plantsdrop seeds; the plants die and become compost;new seeds grow into new plants. A product lifecycle is the series of steps involved in manufac-turing; distributing; using; reusing, recycling, orultimately disposing of a product.

LLiinneerr—a layer of plastic or clay placed in a ssaann--iittaarryy llaannddffiillll to prevent lleeaacchhaattee from escapingand contaminating surrounding ggrroouunndd wwaatteerr.


MM

MMaannuuffaaccttuurriinngg—the process of turning rawmaterials into a product or good by hand ormachinery.

MMeetthhaannee—a colorless, odorless, flammable gasformed by the aannaaeerroobbiicc ddeeccoommppoossiittiioonn oforganic waste in a landfill. Methane also is aggrreeeennhhoouussee ggaass that contributes to gglloobbaall ccllii--mmaattee cchhaannggee. Many ssaanniittaarryy llaannddffiillllss have asystem in place for methane gas recovery. Thesefacilities collect some of the methane and sell itas a source of energy for heating buildings,manufacturing products, or other uses.

MMaatteerriiaallss RReeccoovveerryy FFaacciilliittyy ((MMRRFF))—a site whererecyclables are sorted and prepared into mar-ketable commodities for manufacturing.

MMiiccrroooorrggaanniissmmss—organisms of microscopicsize, such as bacteria, amoeba, and viruses.

MMuunniicciippaall—properties, goods, and services ownedor operated by a city or county government.

MMuunniicciippaall ssoolliidd wwaassttee—wastes such as dduurraabblleeggooooddss, ddiissppoossaabbllee ggooooddss, containers and pack-aging, food scraps, yyaarrdd ttrriimmmmiinnggss, andmiscellaneous inorganic wastes from house-holds, some commercial establishments (e.g.,businesses or restaurants), institutions (e.g.,schools or hospitals), and some industrialsources. It does not include nonhazardousindustrial wastes, sewage, agricultural waste,hazardous waste, or construction and demoli-tion waste. Also known as garbage, trash,refuse, or debris.

MMuunniicciippaall ssoolliidd wwaassttee llaannddffiillll—see ssaanniittaarryyllaannddffiillll.

NN

NNaattuurraall rreessoouurrcceess—raw materials or energysupplied by nature and its processes (e.g.,water, minerals, plants). Trees are a naturalresource used to make paper, and sunlight is anatural resource that can be used to heathomes.

NNIIMMBBYY ((NNoott IInn MMyy BBaacckkyyaarrdd))—a term indicatingthe attitude of individuals who oppose siting adisposal facility in their communities.

NNoonnrreenneewwaabbllee rreessoouurrcceess—naturally occurringraw materials that are exhaustible and becomedepleted more quickly than they naturally regen-erate. Some nonrenewable resources, such aspeat, petroleum, and metals, are only availablein limited quantities, take a long time to form,and are used up rapidly.

NNoonnttooxxiicc—does not contain substances that areharmful, poisonous, or destructive.

OO

OOiill ((ccrruuddee ooiill))—unrefined liquid ppeettrroolleeuumm.

OOppeenn dduummppss—the outdated, unsanitary practice ofdiscarding waste in unlined, unprepared land sites.

OOrrggaanniicc—from a living organism (e.g., plant,animal, person, or bacteria). Also refers to aproduct grown or manufactured only with natu-ral materials (e.g., corn grown with compostand not chemical fertilizer or pesticides; sham-poo made from plants instead of human-madechemicals).

OOrrggaanniissmm—a living body made up of cells andtissue; examples include trees, animals, humans,and bacteria.

PP

PPaacckkaaggiinngg—a cover, wrapper, container, or sta-bilizer (e.g., strapping or pallet) designed tostore, transport, display, and protect a productand/or attract purchasers.

PPaatthhooggeenn—an organism that causes disease,such as e. coli or salmonella typhi bacteria.

PPaayy--AAss--YYoouu--TThhrrooww ((PPAAYYTT))—see uunniitt--bbaasseedd pprriicciinngg.

PPeettrroolleeuumm—a fossil fuel extracted from naturaldeposits deep in the Earth; consists of a mixtureof solids, liquids, and gases that are physicallyseparated (refined) into products such as gasoline, wax, asphalt, and petrochemical feed-stocks, which are the building blocks of manyplastics. Also sometimes known as ooiill ((ccrruuddeeooiill)).

ppHH—a measure of acidity or alkalinity. The pHscale ranges from 0 to 14. A substance with avalue less than 7 is acidic, 7 is neutral, andabove 7 is alkaline.


PPhhoottoovvoollttaaiicc ((PPVV))—technology for convertingsunlight directly into electricity.

PPoolllluuttaanntt—a liquid, gas, dust, or solid materialthat causes contamination of air, water, earth,and living organisms.

PPoolllluuttiioonn—the contamination of soil, water, orthe atmosphere by the discharge of harmfulsubstances.

PPoolllluuttiioonn pprreevveennttiioonn—preventing or reducingpollution where it originates, at the source—including practices that conserve naturalresources through increased efficiency in the useof raw materials, energy, water, and land. Seewwaassttee mmiinniimmiizzaattiioonn.

PPoossttccoonnssuummeerr ccoonntteenntt—percentage of materialsrecovered by consumers (from the mmuunniicciippaallssoolliidd wwaassttee stream). For example, a newspapermight be made from 30 percent recoverednewsprint.

PPoossttccoonnssuummeerr mmaatteerriiaallss—materials recoveredthrough recycling programs (i.e., materialsrecovered from the mmuunniicciippaall ssoolliidd wwaasstteestream, not from internal industrial processes).These materials are often used to make newproducts. Newspapers that are recycled by con-sumers, for example, are a postconsumermaterial used to make newsprint.

PPrreeccoonnssuummeerr ccoonntteenntt—percentage of materialssalvaged for reuse from the waste stream of amanufacturing process (rather than from con-sumers) subsequently used to manufacture aproduct.

PPrroocceessssiinngg—see mmaannuuffaaccttuurriinngg.

PPrroodduucctt—item manufactured by hand or byindustry for consumers to purchase and use.

PPuullpp—a mixture of fibrous material such aswood, rags, and paper, ground up and mois-tened to be used in making paper orcardboard.

RR

RRaaww mmaatteerriiaallss—unprocessed materials used inthe manufacture of products. These unprocessedmaterials can be either natural substances such

as wood or metals or recovered materials suchas crushed glass from residential recycling.

RReeaaccttiivvee—tending to react spontaneously withair, solids, or water, explode when dropped, oremit toxic gases.

RReeccoovveerreedd mmaatteerriiaall ccoonntteenntt—see rreeccyycclleedd ccoonntteenntt.

RReeccoovveerreedd mmaatteerriiaallss—materials used in a man-ufacturing process that are obtained frommunicipal recycling programs or collected fromindustrial processes (e.g., short paper fibers leftover after making high-grade paper may beused to make paperboard).

RReeccoovveerreedd rreessoouurrcceess—see rreessoouurrccee rreeccoovveerryy.

RReeccyycclliinngg—collecting, sorting, processing, andconverting materials that would have beenthrown away into rraaww mmaatteerriiaallss used to makethe same or new products.

RReeccyycclliinngg lloooopp—the cycle of collecting and pro-cessing, manufacturing products with recycledcontent, and purchasing products containingrecycled materials. Consumers “close the recy-cling loop” when they buy recycled-content items.

RReeccyycclleedd ccoonntteenntt—also known as recoveredmaterial content, is the percentage of material aproduct is made from that has been recoveredfrom consumers in the mmuunniicciippaall ssoolliidd wwaasstteestream (ppoossttccoonnssuummeerr ccoonntteenntt) plus any industri-al materials salvaged for reuse (pprreeccoonnssuummeerrccoonntteenntt).

RReeccyyccllaabbllee—material that still has useful physi-cal or chemical properties after serving itsoriginal purpose and can be reused or remanu-factured to make new products. Plastic, paper,glass, steel and aluminum cans, and used oilare examples of recyclable materials.

RReessiiddeennttiiaall—refers to homes and neighborhoods.

RReessoouurrccee CCoonnsseerrvvaattiioonn aanndd RReeccoovveerryy AAcctt((RRCCRRAA))—a set of regulations that control themanagement of hazardous waste to protecthuman health and the environment.

RReessoouurrccee rreeccoovveerryy—the process of obtainingmaterials from waste that can be used as rawmaterials in the manufacture of new products orconverting these materials into some form of fuelor energy source. An integrated resource recovery


program may include recycling, waste-to-energy,composting, and/or other components.

RReessoouurrcceess—materials used to make products,generate heat, produce electricity, or performwork. See nnaattuurraall rreessoouurrcceess, nnoonnrreenneewwaabblleerreessoouurrcceess, and rreenneewwaabbllee rreessoouurrcceess.

RReenneewwaabbllee rreessoouurrccee—naturally occurring rawmaterial that comes from a limitless or cyclicalsource such as the sun, wind, water (hydroelec-tricity), or trees. When properly used andmanaged, renewable resources are not con-sumed faster than they are replenished.

RReeuussaabbllee—material that can be used again, eitherfor its original purpose, or for a new purpose.

RReeuussee—a type of ssoouurrccee rreedduuccttiioonn activityinvolving the recovery or reapplication of apackage, used product, or material in a mannerthat retains its original form or identity.

RRuunnooffff—water, usually from precipitation (rain),that flows across the ground—rather than soak-ing into it—and eventually enters a body ofwater. Sometimes carries substances, such assoil or contaminants, into a water body.

SS

SSaanniittaarryy llaannddffiillll—a site where waste is managedto prevent or minimize health, safety, and environmental impacts. To develop a sanitarylandfill, communities excavate soil and install animpermeable liner, made of plastic or clay, toprevent the contamination of ggrroouunndd wwaatteerr.Waste is deposited in different cells and covereddaily with soil. Sanitary landfills often have environmental monitoring systems to track per-formance and collect lleeaacchhaattee and mmeetthhaanneeggaass. Some landfills are specially designed tohandle hazardous waste.

SSoolliidd wwaassttee—see mmuunniicciippaall ssoolliidd wwaassttee.

SSoouurrccee rreedduuccttiioonn (also known as wwaassttee pprreevveenn--ttiioonn)—any change in the design, manufacture,purchase, or use of materials or products(including packaging) to reduce their amount ortoxicity before they become mmuunniicciippaall ssoolliiddwwaassttee. Source reduction also refers to the rreeuusseeof products or materials.

SSuussttaaiinnaabbiilliittyy—social and environmental practicesthat protect and enhance the human and naturalresources needed by future generations to enjoya quality of life equal to or greater than our own.

TT

TThheerrmmoopphhiilliicc—”heat loving,” or surviving well inhigh temperatures. In the composting process,heat-loving microorganisms break down foodscraps and yard trimmings into a crumbly, soil-like substance.

TTiippppiinngg ffeeee—a fee assessed for waste disposalin a sanitary landfill, waste-to-energy plant, orcomposting facility for a given amount of waste,usually in dollars per ton. Fees are establishedbased on disposal facility costs and the amountdisposed of at the facility.

TTooxxiicc—containing compounds that pose a substantial threat to human health and/or theenvironment.

UU

UUnniitt--bbaasseedd pprriicciinngg//PPAAYYTT ((PPaayy--AAss--YYoouu--TThhrrooww))—asystem in which residents pay for municipal solidwaste management services per unit of waste(by weight or volume) collected rather thanthrough a fixed fee. Residents, for example,might purchase a sticker to place on each bagof waste set out at the curb—the price of thesticker covers the solid waste management serv-ice costs for the volume of the bag.

VV

VVeerrmmiiccoommppoossttiinngg//vveerrmmiiccuullttuurree—a method ofcomposting using a special kind of earthwormknown as a red wiggler (Elsenia fetida), whicheats its weight in organic matter each day. Overtime, the organic material is replaced with wormcastings, a rich brown matter that is an excellentnatural plant food.

VViirrggiinn mmaatteerriiaallss—previously unprocessed mate-rials. A tree that is cut into lumber to makepallets is an example of a virgin material.Lumber recovered from broken pallets to makenew pallets is not a virgin material but a rreeccyy--ccllaabbllee material.


VViirrggiinn rreessoouurrcceess—raw materials that must bemined or captured from the Earth for use in thecreation of products or energy.

WW

WWaassttee—see mmuunniicciippaall ssoolliidd wwaassttee.

WWaassttee mmaannaaggeemmeenntt—administration of activitiesthat provide for the collection, source separa-tion, storage, transportation, transfer,processing, treatment, and disposal of waste.

WWaassttee mmaannaaggeemmeenntt hhiieerraarrcchhyy—the preferredway to manage solid waste is to first practicessoouurrccee rreedduuccttiioonn, then rreeccyyccllee and ccoommppoosstt,and finally to combust waste at a wwaassttee--ttoo--eenneerrggyy facility or place it in a ssaanniittaarryy llaannddffiillll.

WWaassttee mmiinniimmiizzaattiioonn—includes reducing wastebefore it is even generated (see ssoouurrcceerreedduuccttiioonn) and environmentally sound recycling.Often used in relation to hazardous waste.

WWaassttee pprreevveennttiioonn—see ssoouurrccee rreedduuccttiioonn.

WWaassttee--ttoo--eenneerrggyy—a process in which waste isbrought to a facility and burned to generatesteam or electricity.

WWaassttee--ttoo--eenneerrggyy ffaacciilliittiieess—specially designedwaste management facilities where waste isburned to create energy, which is captured foruse in generating electricity.

WWaassttee ssttrreeaamm—the total flow of solid waste gen-erated from homes, businesses, and institutionsthat must be recycled, incinerated, or disposedof in landfills.

WWiinnddrrooww—large, elongated pile of yyaarrdd ttrriimm--mmiinnggss or other organic materials used in thecomposting process, typically turned by amachine. Municipal composting programs oftenuse windrows for large-scale composting of yyaarrddttrriimmmmiinnggss.

YYYYaarrdd ttrriimmmmiinnggss—grass, leaves, tree branches,brush, tree stumps, and other compostableorganic materials that are generated by homes,schools, or businesses.

229The Quest for Less Glossary of Skills229

Glossary of Skills

NNoottee:: TThhiiss rreessoouurrccee uusseess tthhee ffoolllloowwiinngg ddeeffiinniittiioonnss ffoorr tthhee sskkiillllss iinnddiiccaatteedd iinn eeaacchh aaccttiivviittyy..

CCoommmmuunniiccaattiioonn—writing or verbally expressingcoherent and creative thoughts and opinions;interacting with other students to accomplish acommon goal.

CCoommppuuttaattiioonn—adding, subtracting, multiplying,dividing, or grouping numbers; recognizing anddescribing numerical patterns or symmetry;developing skills of estimation and judgement;using variables or equations to express relation-ships; developing charts, graphs, or tables torepresent numerical data; giving directions orexplaining ideas or concepts to others.

MMoottoorr SSkkiillllss—hands-on activities such as cut-ting, pasting, coloring, or drawing; physicalactivities such as running, or, throwing and han-dling objects.

OObbsseerrvvaattiioonn//CCllaassssiiffiiccaattiioonn—identifying certainphysical properties or abstract qualities of

objects or concepts; understanding objects orconcepts according to physical or abstract simi-larities or differences.

PPrroobblleemm SSoollvviinngg—using prior knowledge to con-struct or anticipate meaning; generating andanswering who, what, when, where, why ques-tions; using data, tools, or resources to obtaininformation; interpreting data to explain out-comes or to predict outcomes.

RReeaaddiinngg—reading or listening to a story, essay,dissertation, or speech; being able to compre-hend, remember, and respond to questions; andfollowing directions.

RReesseeaarrcchh—using outside sources to obtain data;recording accurate data.

the quest for less: activities and resources for teaching k-8

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